student interview - shelton school district · web viewpart vi - motivation, motivation problems...

A Brain-based Fluency, Vocabulary, and Comprehension Program for Struggling Readers

Coach Training Coach Training ManualManual

Whole Classroom EditionWhole Classroom EditionRevised & Updated

Developed byDaniel Kass

©

AcknowledgementsI can never repay Sandy Paul or Charlotte Walker for their work on this program. They put up with me day in and day out with good cheer and superb skill. I am truly blessed to have had such dedicated supportive

educational assistants in the development of Bust Out Reading.

Without the willingness and bravery of these teachers, Tracy Lusby and Alaine’ Ward, Bust Out Reading could not have been developed for the

classroom. I am forever grateful to them both.

I also want to thank Debbie Wing and Pam Farr for their faith in my vision and willingness to fund it.

Bracken Budge for his steadfast and continuing support.

Superintendant Joan Zook and the Shelton School Board who supported me and this project as it expanded throughout the Shelton School

District.

All of the amazing teachers at Oakland Bay Jr. High School who supported me in the tough times and made me want to come back to

work each and every day.

Thank you also to my Mom and Dad, who are exceptional teachers and parents, for their inspiration and advice.

And finally to all the students who have trusted me with their most painful secret. And who, despite all of their fears and trepidations,

let me teach them how to read.

I will keep you in my heart forever!

Bust Out Reading 2010

Copyright Shelton School District 2008-2010. All Rights Reserved. 2


“Once you learn to read, you will be forever free.”

- Frederick Douglass

For Anders KassThe light of my life and my favorite reading student



Table of Table of ContentsContentsPlease note that the table of contents uses a color scheme to help you find important

information more quickly. Items in blue are worksheets that can be copied as needed. Items in red are important interventions used to treat symptoms or manage behaviors.

Welcome………………………………………………………………………………………. 8

Program Background…………………………………………………………………………… 8

Reading Theory………………………………………………………………………………….. 9

Repeated Reading Theory and Practice…………………………………………………. 9

Looping Misconceptions………………………………………………………………………. 10

Reading and Memory………………………………………………………………………….. 11

Fluency and Comprehension……………………………………………………………….. 12

Importance Symbol…………………………………………………………………………….. 12

What Does Bust Out Reading Look Like? ................................................ 13

The Bust Out Reading Library………………………………………………………………. 13

Program Pre-requisites for Students……………………………………………………… 14 Student Levels and Leveling Considerations………………………………………….. 14

Coaching Requirements………………………………………………………………………. 15

Who is this program for? ………………………………………………………………….. 15

Final Thoughts……………………………………………………………………………………

15

PART I - Program Intake and Testing Placement…………………………………..16

About the Scripts in this Manual…………………………………………………………… 17

Student Interview Process…………………………………………………………………… 17

A Note on Discussing the Program with Students………………………………….. 17



The process for the student interview………………………………………………….. 19

Files and File Management………………………………………………………………….. 19

Sample: Student Interview/Placement Form…………………………………………. 20

Sample: Student File Level Tracking Sheet…………………………………………… 21

Student Leveling………………………………………………………………………………… 22

Program level/Lexile/Grade Level Equivalent Matrix………………………………. 22

Marking the Leveling Scripts……………………………………………………………….. 22

The Recording and Leveling Protocol…………………………………………………… 24

Determining the Next Diagnostic Read…………………………………………………. 25

PART II - The Looping Process………………………………………………………….26

The Looping Process Explained…………………………………………………………… 27

The Looping Process………………………………………………………………………….. 28

How many loops does a student need? ................................................29Importance of Maintaining Efficiency in

Looping……………………………………29The Exceptional Read…………………………………………………………………………. 29Dialects…………………………………………………………………………………………….. 30Exceptional Reading Defined……………………………………………………………….. 30A Note about Cognitive Capacity………………………………………………………….. 30Creating Groups for Looping………………………………………………………………… 32The Ideal Grouping……………………………………………………………………………..

32Personalities and

Grouping………………………………………………………………….. 32



Teaching Exceptional Reading……………………………………………………………… 33Group Introduction to mp3

Players………………………………………………………. 36Looping With the Group for the First

Time…………………………………………….. 37Sample: Student Reading

Log……………………………………………………………… 39 PART III - Starting Groups and Group Instruction…………………..……………40 Setting Up Groups for Looping…………………………………………………………….. 41

The Coach Looping Log………………………………………………………………………. 41

Using the Looping Log to Diagnose Various Reading Barriers…………………. 42Sample: Coach Looping Log………………………………………………………………… 43Sample: Intervention Log……………………………………………………………………. 44Looking at Ms. Smith’s Logs – Case Study…………………………………………….. 45Desk Grouping Configurations……………………………………………………………… 46Schedule for a typical 55 Minute Class………………………………………………….. 46 Looping for the First Time……………………………………………………………………. 47Coach Directed Vs. Student Directed

Looping……………………………………….. 48“Was That

Exceptional?”……………………………………………………………………… 49The Recorded Looping Process – Flow

Chart…………………………………………. 50Comments about the Read………………………………………………………………….. 50What does it Look Like During Typical Group Looping? ...........................

51Comprehension Development during Looping……………………………………….. 52 Predictions…………………………………………………………………………………………. 52Activating Schema……………………………………………………………………………….

52



Post-Reading……………………………………………………………………………………… 52Tickle Spots……………………………………………………………………………………….. 52Advanced forms of Looping…………………………………………………………………. 53 Double Looping…………………………………………………………………………………..

53Half-Page Looping……………………………………………………………………………….

53Silent Looping…………………………………………………………………………………….. 53

PART IV -The Primary Interventions………………………………………………….54 Introduction to the Primary Interventions…………………………………………….. 55

Strategies to Help Student Understand Exceptionality……………………………. 55

Disagreements around Exceptionality…………………………………………………… 55Modeling the Read Intervention…………………………………………………………… 56Repeat Strategy Intervention………………………………………………………………. 56Easier or Harder Intervention………………………………………………………………. 57Strategies for Looping…………………………………………………………………………. 57Shrink It Intervention…………………………………………………………………………..

57Slow Down Intervention……………………………………………………………………….

58Rephrase…………………………………………………………………………………………… 58

PART V - Vocabulary Acquisition and Secondary Looping Interventions…….60

Vocabulary Intervention Techniques…………………………………………………….. 61



Click and Clunk…………………………………………………………………………………..

61Vocabulary Acquisition Twenty Questions Intervention………………………….. 63Proper Nouns…………………………………………………………………………………….

64What is the Author Saying?

Intervention………………………………………………. 64Make a Movie or Get a Picture

Intervention………………………………………….. 65

PART VI - Motivation, Motivation Problems and Interventions………………..66

About Motivation Problems………………………………………………………………….. 67

Problem: Student tends to under-loop…………………………………………………. 67

Problem: Student does not loop properly…………………………………………….. 68

Problem: Student over-loops……………………………………………………………….69

Problem: Student is not looping properly and previous interventions arenot working…………………………………………………………………………. 70

Problem: Student is acting out, not complying, or being defiant…………….. 70

Problem: Student is having a bad day…………………………………………………. 71

PART VII - Assisted Reading…………………………………………………………….72

About Assisted Reading………………………………………………………………………. 73

Managing the Assisted Read……………………………………………………………….. 73

Alternate Assisted Reading Option………………………………………………………. 73

Assisted Read Interventions……………………………………………………………….. 74

Read it Again and Smooth it Out…………………………………………………………. 74



That didn’t Work………………………………………………………………………………..

74Go On………………………………………………………………………………………………. 75You’re Rushing, Slow Down……………………………………………………………….. 75Slow it Down……………………………………………………………………………………..

76A.R. Vocabulary Acquisition………………………………………………………………… 76A.R. Vocabulary Intervention Techniques……………………………………………… 76A.R. Comprehension, Prediction and Inference……………………………………… 77Comprehension and Inference During A.R. ………………………………………….. 77Prediction During A.R. ……………………………………………………………………….. 77

PART VIII - Independent Reading Tasks………………………………78

Independent Bust Out Tasks……………………………………………………………….. 79Choosing Independent Reading Levels…………………………………………………. 79Independent Reading Tasks………………………………………………………………… 79Comprehension Worksheet Training Lesson…………………………………………. 80Sample: Independent Reading Worksheet……………………………………………. 86

PART IX - Moving Between Levels and Graduation…………………88 Moving Through the Levels………………………………………………………………….. 89

Moving up within a Level…………………………………………………………………….. 89

Progress Monitoring……………………………………………………………………………. 91

When should the student be considered for Program Exit? ...................... 91



Preparing to Test for Program Exit Method 1 (week 1)…………………………… 92

Preparing to Test for Program Exit Method 1 (week 2)…………………………… 92

Preparing to Test for Program Exit Method 2………………………………………… 92

Younger Student Graduation Levels……………………………………………………… 93

Cognitive Capacity Limitations as Applied to Program Exiting…………………. 93

Data Tracking……………………………………………………………………………………..

94Confidentiality

Agreement…………………………………………………………………… 95

PART X - Forms and Worksheet Masters………………………………96

Sea Otters………………………………………………………………………………………….

97Coach Looping Log…………………………………………………………………………….. 98Intervention Looping Log……………………………………………………………………. 99Bust Out Reading Text Levels Matrix……………………………………………………. 100Independent Reading Work Sheet (side A)……………………………………………. 101Independent Reading Work Sheet (side B)……………………………………………. 102Student Reading Log…………………………………………………………………………… 103Classroom Data

Tracking…………………………………………………………………….. 104Student File Level Tracking Sheet………………………………………………………… 105Coach Looping Log Alternate Format…………………………………………………….106Alpha Leveling Script………………………………………………………………………….. 107

Beta Leveling Script……………………………………………………………………………. 108



Gamma Leveling Script……………………………………………………………………….. 109 Delta Leveling Script…………………………………………………………………………… 110 Epsilon Leveling

Script………………………………………………………………………… 111

PART XI - Program Bibliography………….……………………………112

Program Bibliography…………………………………………………………………….111-127



Welcome to Bust Out Reading Classroom Edition©You are about to implement a curriculum that is nearly miraculous in its effectiveness. It works for virtually all middle level and high school students. These students gain years in reading level with only hours of program instructional time. We believe that it is as close to a reading silver bullet as is possible to get. We promise you that it is not too good to be true. Bust Out! Reading© actually teaches kids how to read.

Bust Out! Reading© utilizes the most current research in reading education, learning theory, and brain development theory, to provide a uniquely powerful reading curriculum. The power of our program is that it draws from a synthesis of 35 years of existing research in reading instruction. Then combines these diverse learning strategies in new and specific ways, to maximize learning effectiveness, and produce incredible reading improvements - even among seriously challenged readers.

Bust Out! Reading© ultimately focuses on students’ reading fluency, vocabulary acquisition, and comprehension. Everything that is taught and practiced in this program aims to increase these three skills, because reading fluently with comprehension is the ultimate hallmark of good reading. However, students must be able to summarize what they read, so summarization skills are taught explicitly. Research shows a strong relationship between writing and reading, so writing is also part of the curriculum. But most importantly, the reading task is practiced in specific and guided ways that lead to reading mastery.

Program BackgroundBust Out! Reading© has been under development at Oakland Bay Jr. High in the Shelton School District since 2005. In its original form, it was designed strictly as a pull-out classroom curriculum. Although in this format we were able to target 36 students each day for intensive corrective reading instruction, our district testing data showed that roughly 72% of our school read below grade level. Furthermore, most of these students were ‘on the bubble’ regarding testing, and it was felt that if we could take the success we were seeing in B.O.R. to the regular English classroom, we could affect significant change. This has proven to be true.

In its whole-classroom debut, the program was utilized in half of the regular 8th grade language arts classrooms. Student’s reading scores on state standardized tests improved by a whopping 19.4% over the previous year’s 8th graders. Additionally, the same group of students improved 7% over their 7th grade scores. Even more incredible, because it wasn’t implemented until near the end of the year, students only received an average of 8.4 hours of total tutoring time. Even with this modest intervention, test scores shot up!



Reading TheoryWith a small number of exceptions, every human can understand the spoken word. The human brain has evolved specific areas of the brain to learn and use the spoken word (among them, Broca’s Area and Wernicke’s area). We are born with this capacity. Learning to read on the other hand, is not a naturally ability. As evidence of this, an estimated 40 million adults in the United States alone are functionally illiterate. If humans innately possessed the capacity to read, few people would struggle with learning the reading task. In addition, it is important to note that intelligence is not related to the ability to read. In fact, “Children who have difficulty learning to read often have above-average intelligence” (Sousa, 2005, p. 31). Too often, well meaning coaches and other educational staff assume that a poor reader has poor intellect. It is critical that we treat the reading challenge as only that, and not an indictment of the student’s entire capacity to learn.

The brain’s various functional areas are divided into lobes. The occipital lobe is chiefly responsible for processing visual stimuli. The temporal lobes are primarily responsible for processing auditory stimuli, memory and language functions. “Connect visual areas to language areas, and you ‘see’ what you hear and say. That’s part of the essence of reading: high visual-auditory connectivity. Bust Out! Reading supports this connectivity. Using both the text (visual stimulation) and that same text read aloud (auditory stimulation) in a highly structured, repetitive learning opportunity, the brain developes and strengthens the numerous, and complex, neural pathways that guide the reading process (Jenson, 2005).

Repeated Reading Theory and PracticeAlthough repeated reading had been investigated as an instructional method as early as 1974, at the university of Minnesota, it was not until 1978 that Carol Chomsky pioneered a new approach to reading instruction at Harvard University. She used casette tape recordings of various written passages and then had students read and listen several times to those selected chunks of text. She was startled to find that this modeled reading activity improved both fluency and comprehension markedly (Leberge & Samuels).

“…More than 100 studies have been published that have tested the repeated reading method. A consistent finding from these studies is that repeated reading practice produces statistically significant improvement in reading passages” (Farstrup, A. E. & Samuels S.J., 2002, p. 179)



Recently two researchers from Carnegie Melon have been able to produce images of struggling reader’s brains, both before and after intensive remediation. They have discovered that through intensive remediation, the brains of these students did in fact change significantly. “Their new brain imaging study of poor readers found that 100 hours of remedial instruction -- reading calisthenics, of sorts, aimed to shore up problem areas -- not only improved the skills of struggling readers, but also changed the way their brains activated when they comprehended written sentences” (Science Daily, ¶1). Bust Out Reading provides intensive, highly targeted reading ‘calisthenics’ for each student’s brain. Then, through repetition and error-correction, the brain is literally re-grown to read properly.

Bust Out! Reading also adheres to the theory that the neurons and dendrites that control reading in various parts of the brain grew improperly as each student first attempted to learn how to read. These students never really developed highly functioning reading networks in their brains. In essences their ‘reading brains’ are not fully developed and therefore, do not function properly. As these students encounter more complex texts, their reading problems increase substantially. In other words, students may be able to read at some lower level of text complexity, but the process is not efficient, effective or enjoyable for most struggling readers. Once they are asked to read more difficult texts in middle and high school, they may be unable to read effectively or competently. This feeling of incompetence often has significant and negative effects on these students. They may stop reading completely or significantly less than they should. Because they read less, their reading capacity falls farther and farther behind, as well as the general knowledge they miss because they are not able to read in the content areas.

Looping MisconceptionsTo the uninitiated observer, the looping process in Bust Out! Reading looks like simple repetition. The student reads and re-reads the same paragraph until they are able to read it out-loud with complete fluency and comprehension. It apppears as though the student is simply building a conditioned response to the words she is seeing. Once the student has repeated seeing enough words and sentences, they simply remember what they have read, and so read more fluently.

We don’t believe that this is an accurate picture of what is happening in the brain during the looping process. Instead, we see the looping process as more accurately described by error-driven learning (Kopp, 2000; Jenson, 2005). In error driven learning, (think basketball) the brain attempts a task like trying to make a basket. When the task is not accomplished properly, the brain implicitly tries to figure out why the task failed, makes corrections and tries again. To a great degree, this error correction process is an implicit process that takes place beneath the level of conciousness. New dendrites



and neurons are grown as the brain practices the task until success is finally ‘hard-wired’ into the neural network guiding the process.

Poor readers have significant difficulty with reading in part, because their brain is not clear about what it is supposed to do during reading. To continue the basketball analogy, the brain does not understand that it is suppose to shoot the ball at a hoop and make the ball go through. In effect, the brain doesn’t know the difference between throwing the ball into the stands and throwing it at the basket. The brain of the student must be taught what it is supposed to do. Therefore,the student is first taught an internalized standard of complete fluency and comprehension refered to as the Excellent Reading Standard developed by DeeTadlock (2005). Once the brain understands what it is trying to do; repitition, a carefully designed cadre of interventions, and the brain’s own implicit error-correction ability does the rest. Students quickly begin to improve their reading fluency, speed, and comprehension.

Reading and MemoryCurrent brain research shows that inefficient reading effects how the brain stores the information it gathers from text in short-term memory. At low levels, the brain can only hold onto a few chunks, three or four words at a time or one or two sentences. This means that the reader forgets what they have read as they move to the next few words or sentences. The brain literally pushes out old short-term memory chunks to make way for new ones. The reader cannot comprehend, because they cannot hold enough information in short-term memory to do so. As readers become more skilled and fluent, their brain can hold on to larger and larger chunks of text, thus making better sense of the text, until total fluency is reached, where the brain can hold whole pages and chapters of information at one time (Sousa, 2005).

Therefore, the brain learned a method of reading text, just not an effective one. The idea is that students who can read 1st, 2nd or even 5th grade text with a fair amount of comfort have neural networks that essentially can only hold small chunks of meaning from text at that grade level.

The primary way Bust Out Reading differs from the vast majority of reading programs is that we believe the reading process to be a holistic one (not to be confused with whole-language reading programs). Just like learning to swing a golf club or how to hit a baseball with a bat, the swings can be broken down into parts, but ultimately it must be practiced over and over as a compete action. Instead, of the traditional way of thinking of reading as having five distinct parts (i.e. phonemic awareness, phonics, fluency, etc) it is better to view learning to read as being akin to learning to ride a bike. We didn’t learn how to ride a bike by breaking it down into disparate processes. Otherwise, we would best learn to ride a bike by reading about how to



balance, how to steer and how to work the pedals. This is of course a ridiculous notion. We learned to ride a bike by getting on and doing it. We probably had a coach who called out ideas and offered support, but the responsibility for learning the complex task belonged solely to the rider. And the more we rode the bike, the better we got at riding it.

Just as a cyclist improves with hours and hours of riding their bike, so does a reader who is exposed to highly repetitive reading opportunities. We believe that learning to read cannot be taught as a series of disparate skills. Instead, reading repetitively is the best way to learn how to read. Most reading programs do not put a particular emphasis on the actual act of reading, but high degrees of repetition, it is the most important aspect of reading instruction to teach. Reading better means reading more often with many different kinds of text (Solity, 2002).

Fluency and ComprehensionMany reading teachers and reading specialists erroneously believe that fluency does not improve comprehension. There is in fact a great deal of research that positively links the two.

“Generally speaking, high-fluency readers comprehend better, read faster, and read with greater accuracy than low-fluency readers (National Center for Education Statistics, 1995). High-fluency readers differ markedly from their low-fluency classmates, and these differences are readily noticeable by the fourth grade. In a nationwide study of reading fluency, the National Center for Education Statistics (NCES) found that high-fluency fourth graders read with expression and grouped words into meaningful phrases, whereas low-fluency fourth graders ignore sentence structure and read in one- or two-word phrases (1995). Fluent readers concentrate on understanding what they are reading and on reading smoothly and expressively (Fox, ¶2, 2010)”.

At the same time we want to state in the strongest possible terms that Bust Out Reading is not just a fluency program. As you will see, there are significant vocabulary acquisition activities, explicit comprehension skill building techniques, and a constant focus on reading as a holistic event. Without comprehension - fluency cannot exist. Comprehension is the point of reading, and as you will see, we have built it in to the core work of Bust Out Reading each and every day.

Oh and before we go any further…



Please look for this symbol in the margin.It means we want you to take a closer look!



What Does Bust Out Reading Look Like?Students are assessed and leveled when they enter the course. Based on the results, students are placed in one of five levels. Students are introduced to the curriculum and the technology, and are then free to choose a book from the B.O.R. library to begin their reading journey.

Each day student’s begin by getting their Bust Out! Reading© class folder and then prepare to work. Students are responsible for recording their own progress and engaging in metacognitive self-scoring of their work each day. Once they check out their mp3 player and the book of their choice, they ‘loop’ in a group of up to eight students for twenty minutes, or silently read and work on comprehension tasks while another group ‘loops’ with the teacher. Half way through the class, students switch roles.

There are usually two adults in the room looping with up to sixteen students at a time. Bust Out is performed 2-5 times a week for as long as students need the support. As students graduate from the program, they independently read or rejoin regular classroom activities during Bust Out times.

Looping is intense work. The brain is fully engaged during the process, and students, especially those who are reading at very low levels, will be mentally exhausted after just 20 minutes. But because of the low student to teacher ratio, students stay on task more of the time and the benefits are immediately felt by the students. In fact, students will often complain that looping is too easy. It is not uncommon for some children to move up 50 or 100 Lexile points within two weeks of beginning instruction.

In Bust Out, we will help the students to teach themselves how to read. To return to the analogy of riding a bike, we will guide the student' as they practice reading with the ‘training wheels’ of the looping process. This repetition allows them to ‘peddle’ over and over until their brain catches on. With help from the coach, they will also ‘ride’ for brief periods without training wheels and also with no assistance for short periods. After enough time, the brain will learn how to ‘ride the reading bike’ all by itself and will read with maximum efficiency.

The Bust Out Reading LibraryStudents need to read a wide variety of text in a variety of genres to become fluent readers. The B.O.R. library boasts 154 books ranging from Lexile 100 to Lexile 1300. These books are authentic books. They are texts which students might choose on their own at the library. They were chosen to provide a wide selection of multicultural, content area, high interest, fiction and non-fiction selections for both male and female students. They include newer books and classic literature. There are books for every taste in the



collection, but students are also encouraged to read from genres they might not ordinarily pick. Additionally, many struggling readers find non-fiction text moreaccessible than fiction. Feel free to offer reluctant reader’s fiction stories as them improve so they get practice reading both kinds of text.

Program Pre-requisites for StudentsAll readers coming into Bust Out! Reading must understand the alphabetic principle and realize that words can be broken down into smaller parts or phonemes (phonemic awareness). Without this basic understanding of writing, the written word cannot be fathomed. That said, in all 5 years we have been developing this program, only one student has come to us in the 8th or 9th grade who did not understand these concepts well enough to be successful initially in B.O.R. Luckily, older students usually have a basic awareness of how the written word works. Older students who have a profound lack of fundamental reading skills may need explicit instruction in phonemic awareness and the alphabetic principle which is outside the scope of this program. The aforementioned student received one-on-one instruction in PA and the alphabetic principle and ultimately entered the program at the Alpha level where he progressed to his cognitive capacity.

Student Levels and Leveling ConsiderationsThe Bust Out! Reading Classroom Edition was created with two important assumptions in mind:

1) That the vast majority of students in a regular English/Language Arts classroom read with higher general proficiency than a pull-out class would serve. And although still needing targeted corrective reading instruction, students were at least able to read at the 3rd grade (gamma level) or above.

2) Students could take more initiative for their learning, and needed less intensive supervision during the looping process in a regular classroom setting, thus allowing larger groups to work with fewer staff.

Therefore there are some considerations about which program to use depending on the numbers of students who are identified as reading at the lowest levels of the program Ά (alpha) and β (Beta) 1st and 2nd grade readers.

When B.O.R. is instituted as a whole-classroom program, students are divided into groups of 8. In the standard B.O.R. curriculum, groupings are kept to 6 students per adult. Smaller groups are needed because most of the students read at only a first or second grade level (Ά alpha) and (β beta) levels, they loop with very small chunks of text, and read for exceptionality



relatively quickly. Obviously with larger numbers of Ά and β level students in groups, there may not be enough time for the tutor to check for exceptionality without making other students wait excessively. In other words, it can create a traffic jam. Also, assisted reading was rolled into the looping process by having each student ‘cold read’ 1-2 paragraphs during the looping time each day. In the Standard RW methodology, students get significantly more assisted reading time.



Students who are identified as Ά readers really need special attention and therefore cannot be served in the whole classroom model.

However, β level students can sometimes be tutored successfully in a whole class setting, but they will be better placed in a standard pull-out BOR classroom setting in order to better meet their needs. These students tend to need intensive support early on in the process. Without such help, these students may not be able to be successful in a larger heterogeneous setting. That said, if there are only one or two students at these low levels, the teacher may include them in the whole classroom program. The teacher should initially either place all Ά and β level students in a separate group, or limit their number to two per group in heterogeneous groups. This will help ensure that the work flow remains optimal.

Also different in this edition are, the ‘Click and Clunk’ and ‘Wrap It Up’ exercises. This portion of the program is designed for the classroom edition only. This curriculum was added for the independent reading time when students are not actively looping. Students tend to get off-task without purposeful work attached to the reading task. These two curriculum enhancements both improve comprehension and teach students to access text for specific purposes which are required on most state testing regimens. This task will be very difficult for Ά and β level students because they cannot read enough text to develop quality questions. We suggest that students listen to grade level books on mp3 during this time.

Coaching RequirementsCoaches must be able to read exceptionally at the highest levels of the program in order to model reading for students. Coaches should be leveled with the program scripts just like the students by the trainer. Some potential coaches may discover that they are not able to read at the Theta (Θ) level. If a coach cannot read at the epsilon or theta levels, they may not teach any student at those levels.

Who is this program for?This program has been developed for middle and secondary students. It has not been field tested or designed for elementary students. At this time, the program can only be recommended for 6th grade students and above.

Final ThoughtsWe believe that Bust Out! Reading is a breakthrough curriculum helping students maximize their reading skills. Please help us maintain and improve this program by using it with fidelity and reporting problems or ideas for improvement at any time. We reserve the right to observe your classrooms from time to time in order to assess how well fidelity is being upheld. Weak results will hurt our efforts to spread this program to new schools. We wish



you every success in helping all your students to read with the ease and proficiency that we have always hoped for them.



PART IProgram Intake and Testing

Placement

In this section you will learn how to: Conduct intake student interviews Deal with student questions and

objections Placement and curriculum suggestions for

students who are outside of the program parameters

Make diagnostic notations during testing

Decide placement based on testing results

Understand program reading levels and Lexiles



About the Scripts in this ManualWe have included scripts for each component of the training. Although this may initially seem onerous for the coach, it is critical that each student hear the same instruction, no matter who is coaching her. Because we are working to develop new neural pathways to accomplish the reading process, it is critical that we, as instructors, provide consistent messages to the brains of our students. Also the wording has been carefully crafted through years of (sometimes painful) trial and error. Many times when teachers go ‘off script’, they are unintentionally sending wrong messages to student’s brains.

We encourage you to use the training manual consistently and practice the scripts until you have memorized the main ones, and can easily flip to the ones that are used less frequently. Students will understand if you explain this to them, and while you are learning, they enjoy helping you to practice by pretending to have various problems.

I have tried to capture wording that I actually used every day, is easy for you to say, and sounds natural to students ears. Again, we urge you to use the scripts in this manual. It will improve your delivery and help keep the fidelity of Bust Out Reading intact no matter where it is implemented. Your students are counting on you to help them. By sticking with our proven program faithfully, you will guarantee this!

Finally, we are only as good as our weakest link! This tool has the potential to teach thousands, perhaps even millions, how to read. However, if our data does not support our claims, districts will not choose to use Bust Out. We depend on you to use Bust Out Reading with fidelity each and every day.

Student Interview ProcessBefore students can begin learning to loop and all the other tasks in Bust Out Reading, they must be carefully placed in an initial text complexity level. This process does take some time, usually 7-10 minutes per student. For most classes, with two adults administering the leveling tests, the process will require 3-4 days to accomplish. We suggest that students be giving independent work while they wait to be leveled. It is important that the room be quiet enough to clearly hear the student read and be recorded (if that is being done). On the other hand, a small amount of noise can help students feel as though they are not being listened to by other students, thus reducing reading performance anxiety. If it is possible, conducting the interviews in the hall or in an office is the best testing setting, but this may not be possible.

A Note on Discussing the Program with Students



Students who come to Bust Out Reading as a pull-out class have significant reading difficulties and they know it. They are usually ready to fail and/or expect to fail. Most of them are scared and nervous because they have tried and tried to improve their reading without success. A significant amount of work lies in just getting them to relax and take a risk in this latest attempt to teach them how to read. That said, in pull-out classes, students seldom try to say that they don’t have a reading problem.

However, we have discovered that often students in the regular classroom may not perceive that they have any reading difficulties. Parents may also be upset, worried, or defensive. Students and/or parents may feel that they do not need any reading help at all, and may actually be quite defensive. It may be important to provide additional assessment data to support your decision to provide Bust Out Reading to students. Any validated reading measures including state tests, validated fluency and comprehension measures can be employed to defend the teacher’s call for Bust Out treatment. The more data is available to share with parents, the more likely buy-in will occur. However, if a parent decides that they do not want their child to be treated with the program, that is their right, and after we have presented the data, we must honor parental/guardian choices.

For students who believe their reading is fine, it is important to share reading data, and also to agree that they can read, but then to add that we want them to read with perfect ease and efficiency. Try telling them that it is a scientifically designed process that is proven to work and will be very easy. You can also say that the program is designed to maximize the reading process so that they can read anything with total ease. They may very well read above grade level when they are done. They will complete homework much faster and find school generally easier. At the same time, assure them that if they test at grade level reading, they will not have to participate.

Students who have mastery of the reading process in fact should not participate, because it can confuse the brain. Students, who do test at or above grade level, will need alternate curriculum. We suggest that they also work on reading tasks so that all students are working with text during RW time. Don’t forget to reinforce that the program is easy and there will not be any homework attached to it.

The more we can assure students that they will be successful and that the class is not going to be hard, the more likely they will be to relax and get off to a good start.



The Process for the Student Interview

1. Gather the following materials: Student File Level Tracking Sheet Leveling stories for both you and the student interview form digital recorder MP3 player pencil or pen.

2. Sit facing the student. Pulling two desks face to face works well. Assure the student:

3. Begin student interview as described below, writing down student answers. Note: The family question my be sensitive for students, explain that reading problems often run in families, and that if there is enough need, we might be able to start a program for parents and siblings to learn this same system.

4. Once interview is completed, set interview sheet aside. Now prepare students for leveling. You will pull out the level that you think makes sense (usually the gamma story). The student gets the plastic covered copy and you get one to mark up.

Files and File ManagementStudent working files should be kept in a file box that clearly divides each period. Students can be trained to get this folder at the beginning of their day, take it to their group area, and put them back at the end of their day. It is slightly more work, but it is also perfectly fine to keep student folders and hand them out with the mp3 players each day.

Remember that student folders contain daily points and a daily record of their work. You may decide to have two files for each student; a working file they use each day and a confidential file that holds more sensitive data that is secured.

Our experience is that many students need to be reminded every day to get their folders and most importantly, fill out their tracking and independent reading logs. This can be done as an exit slip activity. It is also possible to keep critical looping data yourself rather than depend on students. Remember, confidential information should be secured.



Student Interview/Placement FormName _______________________________________ Date ___________

Grade _______ English Teacher __________________________________

What is the main language(s) spoken in your home? __________________

Do you like to read? _____________________________What do you read? Include, notes from friends, My Space, Texting, as well as books etc.

______________________________________________________________________________________________________________________________

What would you like to improve in your reading? ______________________________________________________________________________________________________________________________Have you ever been in a special reading group or reading class?__________________________________________(If yes) How many times? ___________________________

How many books to you and your family have at home

Less than 10 10-20 20-50 50-100 100 or more



NAME ______________________________________

Date of Testing________________ Period _________

Student’s Initial Reading Level __________ Date ____

Student’s Exit Reading Level ____________ Date____

Total Time In Program _________________________

Reason for Exit ______________________________

Level Movement Tracking Grid

Lexile Start

End

1300125012001150110010501000950900850800750700650600550


Student File Level Tracking Sheet


500450400350300250



Student LevelingNow you can level students to find their initial set range. Each Greek letter denotes higher or lower Lexile complexity.

Level Symbol Lexile Range Grade Level Equivalent

Ά (Alpha level) 25-325 1.1 – 1.9

β (Beta level) 350 - 525 2.0 – 2.9

Γ (Gamma level)

550-800 3.0 – 5.0

Δ (Delta level) 825 - 1025 6.0 – 7.8

€ (Epsilon level)

1100 - 1125 8.2 – 9.5

Θ (Theta) 1125 - 1300 9.5 – 12.5

*These levels are not taught in BOR Classroom Edition.

Depending on the student’s answers to the interview questions, decide which level to give them to start testing. Student’s who say they never read or seldom read should get the ‘β’ (Beta) level text to begin with. Most students in regular English classes will start with Γ (Gamma) leveled text.

Marking the Leveling ScriptsWhen listening to the student for reading miscues (moments when the reading process is interrupted or confused) you will need to mark such instances on your copy of the reading leveling script. Mark any instance you hear, regardless of how subtle it is. If you notice it, mark it.

You may hear several of the following reading miscues: Pauses Stutters Repeated words Hesitations Elongations



Sing song Odd cadence Repeated attempts to begin a sentence Coughing or clearing throat after beginning the read Mispronunciations (this only counts once) Omitted words, added words or inappropriate words that change the

meaning of the text or don’t make sense Rushing or extremely slow reading

1. Mark pauses with a / at the point of the pause.

2. Repeated words or false starts should be double underlined at the first word.

3. Elongations and all other miscues should be circled at the place were the student had the problem or,

4. Note the miscue at the bottom of the script if it is generalized

throughout the read like, ‘rushing in the middle section’ or ‘sing song throughout’.

5. There is no clear-cut number of miscues that denote when a student is struggling too much or not enough, to be placed at a given level. Instead, compare at least two reads from two levels (or three or four). The goal is to put the student where they are struggling some, but not too much.

Example: [too easy] --------------------------------X----------------[too hard]

Just Right

6. If you have recorded the leveling reads, go over them again to confirm your decision.



The Recording and Leveling ProtocolIf using a digital recorder to capture the student’s level reads, press record and say the student’s name and the date, then press stop. Place the digital recorder near the student in a way that won’t interfere with their reading. Once the recorder is ready, begin the process below, but record only the points where the student actually reads.

Say to the student:

“In a moment I am going to have you read just a couple of short stories. By reading these stories, I will be able to figure out where your brain gets uncomfortable when the sentences get hard. I promise you it’s very easy, and it will take only a couple of minutes, so just relax. We call this the Goldilocks test because we want text that isn’t too hard and isn’t too easy. We want to start your brain in this program with text that is just right.”

“I will record your reading to help me make sure I place you at the right level in the program and also so that we have a record of where you started. At the end of the semester, if you want, you can read again and compare them. A lot of students like to see how far they’ve come. The recording will be kept confidential.

Place a script text side down in front of the student. Now say:

“This is the first selection to read. Please read the title and the story out loud. Give me your best reading and don’t rush.”

“If you make a mistake, feel free to correct it.

“If you don’t know a word, just skip it and go on.”

“I will be taking notes as you read to help me track how you are doing.”

“When you’re done, I will take the paper away and ask you some questions about it.”

“It will take 2-4 reads to figure out your appropriate level. Are you ready?”



Press ‘Record’. Remember to stop recording when they’ve finished their read and have answered the comprehension questions.

Now hand the first selection to the student marking any reading symptoms you hear as they read.

Once they are done, take the selection from them and ask them to tell you about the story. If they hesitate, you may ask a guiding question. Try to limit questioning as much as possible. You might ask, “… and then what happened?” or “… is their anymore you can remember?”

Then ask all of the questions comprehension questions on the back of the coach sheet.

NOTE: if a reader unable to read a passage because it is too hard say: “I’m sorry I gave you the wrong one by accident. Try this

one.”

Give them a script that is at least one level lower.

Determining the Next Diagnostic Read Once you have completed the assessment, give the student a second diagnostic script, either harder or easier, depending on how they did on their first read. If they had many miscues with the first read, go down a level. If they had fewer miscues with the first read, go up a level in complexity. Repeat the process as described above. Continue providing scripts and having the student read, until you find the proper text complexity for the student to begin looping in.Once you have decided on the appropriate initial placement, now say:

“You did a great job! Based on your reading, I am going to start you in the ____________ level. The process that we just went through is very accurate, but once actual looping begins, we may find that you need slightly easier or harder text. However, we will start you in the __________ level for now. After everyone else has been leveled, I will meet with you again to teach you how to loop, which is the main way that you will learn to read more effectively.”

Refer to the Interview sheet and say:“Every time you move from one level to another, like Gamma to Delta, you fill in the grid on the Level Movement Tracking Grid. It will be in your file folder along with your daily records. I’ll show you how to use the rest of it later.”



Dismiss the student and complete the bottom of the Student Interview/Placement Form. If you need to, use the recordings of the reads to verify your placement decision once the student has left. Put the placement sheet and tracking sheets in the student’s folder. Select the next student and begin the process again.



PART IIThe Looping Process

In this section you will learn: What the Looping process is and why it

works The Looping process illustrated How many loops are needed to reach total

fluency The Exceptional Reading Standard File set up and management Teaching students non-exceptionality and

exceptionality Introducing students to the Looping process Teaching students how to use the MP3 or

Tape players Teaching students how to use their tracking

sheets and file folder management



The Looping Process ExplainedThe loop is very special process whereby the brain has the repeated opportunity to hear and read text that is appropriately modeled for it (exceptional reading). Learning theory has long understood the power of precise repetition. Athletes and coaches have known this for quite some time. The golf or baseball coach may use machines that help athletes swing perfectly over and over so that the brain eventually internalizes the patterns, and can achieve the swing much more reliably during a match.

The reason this works is because neural pathways are formed when we learn something new. However, the pathways will remain weak and unreliable unless they are strengthened through repetition (Jenson, 2005). Therefore when applied to reading, the more times the brain can work on each piece of text, the stronger the neural remodeling and subsequent pathways will be. After numerous repetitions, with increasingly challenging text, the brain will be able to read with complete comfort.

In Bust Out Reading, the brain utilizes all of the multiple parts of the brain that guide reading simultaneously. The brain hears exceptional reading from the mp3 player, in the auditory processing areas of the brain, simultaneously receives images of the text on page through the visual cortex, and then tries to emulate the exceptional read itself. Over the course of hundreds of repeated opportunities, the brain eventually learns to read.

Every student has a certain number of loops they need to perform in order to eliminate their miscues. Some students will need thousands of loops while other may only need a couple of hundred. The degree of neural remodeling and growth needed to produce reading with complete automaticity and comprehension is completely individual.

Also, remember that this is an implicit process. There is very little that the reader can consciously do to learn to read (although there are a few extremely important exceptions). Each child’s brain just needs to have the repetitive opportunity to mimic and attempt the reading process over and over again.



The Looping Process


1Tutor reads out loud and student reads

along silently.

2Student reads the passage one time

silently

3aStudent judges for

exceptionality eitherKnocking for another

loop,

4Student reads for tutor and moves on to

new text or

Continues looping

3bIndicates readiness to

read for the tutor

OR


How many loops does a student need?Student ‘A’ might need 450 loops, while student ‘B’ might need 900. Because of this, it is important that we keep our students motivated and working to loop as often as possible during each day’s session.

We have seen this situation play out numerous times over the years. Keeping kids motivated and looping at a high rate every day is critical to their success. Remember that this may be the last time these students can fix their reading problems in their k-12 careers. We must be willing to keep them focused.

If you have trouble with students who are suffering from low motivation, check the low motivation section of this guide for intervention techniques.

The Exceptional Read The standard of exceptionality is the single most important element for the tutor to learn and enforce when working with the student. In order to reorder the brain’s neural network appropriately, the brain must know what it’s trying to accomplish, what it is aiming for. Exceptional reading is the target. This is the single most difficult concept for you to learn. You must internalize this standard and apply it with absolute consistency at all times during instruction!


Importance of Maintaining Efficiency in Looping Student ‘A’ needs 450 loops to lose his symptoms, but is

extremely unmotivated so only completes 3 loops a day.

Student ‘B’ needs 900 but is very motivated and completes 12 loops each day.

In 45 days of looping, student ‘A” completes 135 loops, where student ‘B’ completes 540.

At this rate, student ‘A’ would finish in 150 days and student ‘B’ would complete in only 72 days, even though ‘B’ had twice as much to accomplish during the class!


Dialects We will encounter students from many different places and ways of talking. Dialects and accents can be challenging to judge for exceptionality at first. Remember that we are listening to how comfortable a read sounds, not pronunciation. If you are having difficulty judging a student’s read, talk with them and listen to how they speak. Also, never be afraid to have a student re-read a text chunk. If it sounds the same on the second read, it is almost certainly exceptional. Stuttering can also present problems, but again, listen to the student deeply and talk with them to get a sense of their conversational English.

Teaching the Looping Process

Once all students are leveled, you will meet with each student individually and teach them how to loop. Students will either loop with a tape recorder or you will read to students as dictated by their level.

A Note about Cognitive CapacityStudents can only progress to their cognitive limit. For some students with mental retardation or other cognitive disabilities, a lower than grade level reading capacity may be their reading peak. For example, a special education student with cognitive limiting factors might demonstrate that a


Exceptional Reading Defined

Exceptional reading is a clear, smooth, evenly-paced read. It feels completely comfortable both to the reader and the listener. There should be no inappropriate pauses or miscues while reading the text. Although it is not a monotone, the reader should use minimal expression in the read. The pace may seem slightly slower than normal to the tutor.

If the reader exhibits any rushing, slowing, pausing, miscues, up tones, elongations, sing song, any text deviation in the Alpha (Ά) or Beta (β) level, or a text deviation that changes the meaning of the text in the gamma and higher ranges, or any other detectable discomfort, the read is not excellent. It must feel and sound 100% comfortable.

Consistently being able to detect the excellent read is the most important element for the tutor to master in the Bust Out Reading training. The tutor must provide 100% correct feedback to the student’s brain so that the neural network is remodeled correctly. Failure to consistently provide accurate feedback for students leads to slower progress and continuation of their reading difficulties.

The read must always be excellent in order for the student to move on to the next section of text.


third grade reading level might be their cognitive limit. They literally cannot understand more complex levels of vocabulary and writing.However, for most students, the limit to their reading ability is open-ended. Given enough time and vocabulary acquisition, most students can read anything they desire.




One of the greatest challenges for the coach is

not to give in to a non-excellent read! The

student will inevitable try and call a read excellent when it is not. You must do your best not to give

in. Doing so only confuses the brain because the

standard is no longer a standard, but is now a

range. This issue cannot be stressed enough.

Constantly strive for total consistency in agreeing to


Creating Groups for LoopingAfter leveling and teaching Bust Out Reading student how to loop, the tutor must divide the pool of students into groups. Several factors are important to consider when planning groups. Most obvious is the level of the respective students, but there are other considerations as well. These will be outlined below.

Configuration Note: Alpha and Beta (β) students are the most intensive students because they range from pre-reader to high 2nd grade reader. These students need more intensive intervention that really is not possible in the whole classroom setting. Higher Beta’s (β) may be able to work in a larger group, but this should be carefully considered. Really, all alpha and beta students should be placed in a pull-out class and then do non-looping work in the whole class setting.

The Ideal Grouping The level of students is unimportant at the gamma (Γ) level and above. If there are just one or two beta’s they can be supported in the whole classroom model. This would be accomplished by each group having one or two Beta (β) students’ maximum. All other levels would be equally divided into groups. . Each group would be comprised of 8 students, but fewer students in each group is always the more desirable situation.

Therefore:

Beta (β) students are best grouped together when possible. Gamma’s and higher, group together regardless of level. No more than 2 Beta (β) students in a mixed grouping with

Gamma’s and higher.

Obviously there may be times when exceptions must be made and it’s not the end of the world. Still, try to set groups up as suggested above whenever possible.

Personalities and GroupingAlso consider the personalities of the students that you will serve. While you are leveling and teaching the looping technique, students have been sitting together and exhibiting their behaviors. If you see students who do not get along, or get along too well, separate them into different groups if possible. Gender can also be a factor. All female groups tend to work well together (although this is of course a generality), while all male groups tend to struggle with behaviors more (again a generality). Watch your students interact and plan groups accordingly.



Before placing groups, announce that groups may be split-up and reconfigured at various times. This is important so that you reduce arguments if and when this must be done. Students will feel more comfortable if they know in advance that this is a normal expectation.

Your overarching goal is to create groups that function with maximum efficiency every day. The more distractions and low-intent behaviors a group encounters, the less looping will take place, and the slower students in those groupings will progress.

Teaching Exceptional ReadingStudents will pick this up very readily. This 1:1 teacher/student

introduction is important in that it will set the tone for what comes after. Be serious and model the kinds of behaviors that you want the student to demonstrate on a daily basis. This will be the main activity of each day, so the better the introduction goes, the better their work will be each day.

Remember: Beta (β) (beta), Γ (gamma), Δ (delta), € (epsilon), and Θ (theta), leveled students loop using the recorded books and the Mp3 players.

First, pick an easy book in each range to use for teaching the exceptional standard. The text of the first paragraph should be plain text with minimal text features such as quotation marks or odd print. Students need to be successful and having good, plain text will help.

Say:“I am now going to teach you how to loop. Looping is the main way that we are going to teach your brain how to read. It is very easy to learn.

“What level are you?” If the student doesn’t remember, find their placement form and inform the student of their level.


It is really important to meet with each student individually for their first introduction to exceptional reading. This process does take extra time, but it is vital that every student experiences success, and has complete coach attention for this critical moment. The rest of the introductory process can be accomplished in a group setting.


Now place the appropriately leveled book in front of the student turn to the first page of text.



Say:“Whenever you read and you have a pause, or a hitch or a

glitch, it is your brain’s way of telling you that it is having a hard time reading. Your brain makes you feel uncomfortable. We are going to teach your brain to feel completely relaxed so that eventually, you will read without any miscues, hitches or glitches. We call this exceptional reading. You will find that eventually reading will always feel completely comfortable. But before we can teach your brain how to feel comfortable while reading, we need to show it what it feels like to read without exceptionality.”

Draw student’s attention to the text in front of them.

Now say:

“I will you to begin reading in a moment. Be prepared because I will interrupt you as soon as I hear a miscue. Ok _________ open your book, turn to the first page of the story and begin reading.”

Let the student begin reading. Usually they will have a miscue on the first sentence they read, but it may take several sentences to manifest a symptom. Interrupt the read as soon as you hear the miscue, because we need the brain to connect the miscue to non-exceptional reading. Now point out the miscue(s).

*In the rare event that the student reads more than a paragraph, stop them after a couple of paragraphs and let them read from the next higher level.

Now say:

“That/those miscue(s) were your brain’s way of telling you that the read didn’t feel good. Your brain freaked out for a second and didn’t know what to do. Did you feel it?”

Usually the student will say that they did, in which case give them positive encouragement for feeling the miscues. If they don’t feel the miscue assure them that they will learn to become aware of miscues as part of the program.

“Now we are going to teach your brain what we want it to feel like when it is reading with total efficiency. We want your brain to feel completely comfortable when it reads. To do this we are going to use what is called a predictive text strategy. We are going to make sure that your brain knows exactly what words are coming down the pike. This is called Looping.”



“Let’s go back to that sentence that gave you difficulty. This time we are going to loop it several times so that your brain can relax and read it with perfect efficiency.”

“I want you to read starting here and ending here” (indicate the chunk of text to be read. In any event, it should be a fairly short paragraph containing the words the student just had a miscue.

“I will read out loud and I want you to read along with me silently. Once I am done, you will go back and read that section again one time silently to yourself. Then you will knock to let me know you are done reading. That is one loop. Then I will read again out loud, and you will read along with me, then you will read it again one time, silently to yourself and knock. That is two loops”.

“We will do six loops and then I think you can read it exceptionally”.

Loop six times and then have the student read. If it is not exceptional have them loop another 3-5 times. If it was close, have them loop less, if it was rough, have them loop more.

Worst case, you can cut down the amount of text so that students will be assured of achieving an exceptional read

“That’s all there is to Bust Out Reading! Remember that the more loops you do, the faster you will gain. The more reps a weightlifter does, the faster his muscles grow”.

Now go to the next student. Repeat the process until all students have experienced a non-exceptional read.


It is imperative that student have success at this point. We need to do whatever we can to ensure they are successful! Never let a student leave without being successful at their first looping effort! Also try to make their success come with fewer than ten loops. This isn’t always possible, but It is a good number to aim for.


Group Introduction to mp3 Players Look over your students and make initial groups. Remember to review the group section above as you do this.

Once students are sat down in their groups, pass out mp3 player and books. Choose easy books in the range for the first day of looping. Throughout this lesson, make sure that all students do each step together before going on to the next step.

Students’ should now have their book and mp3 player in front of them. Books should be closed until you ask them to read. We do not want them pre-reading.

Now say:

“I will now show you how to use the mp3 player and your Student Reading Log.”

Now have the students pull out their Student Reading Logs

Now say:

“Our books are on all recorded on these mp3 players. I will now show you how to turn it on and select your book in it.”

Instructions for the starting the mp3s and how to get the track numbers from them for use on the Student Reading Log sheets will need to be planned out by each school depending on the mp3 equipment your school uses. It is helpful to plan step by step instructions for students in this part of the manual. Simply change the scripts below to match the equipment you use.

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Now show the student the tracking sheet and how to fill it out.



“You will need to bring a pencil every day to this class. I want you to look at the daily sheet and find the column that says ‘Pg’. Write down the page your last loop was on. If you looped on page 25, then write 25 on the sheet.”

“Now find the column that says ‘track number start’. You will write down your beginning track number each day. Find the day of the week today and on that line write 001.”

“Now go to the next column ‘Track Number End’. Before you put your player away at the end of a session, you must right the left side number that you stopped at.”

“Now find the number of that ‘How many exceptional paragraphs?’ I want you to keep track of how many times you achieve exceptionality each day. So when you read for exceptionality and get it, make a mark in this column.”

“Now look at the column that says ‘Student self-score’. Each day you can give yourself up to 5 points. 5 points means that you were totally on task all day, did both your looping and independent reading without getting sidetracked. You really rocked. 4 points would mean you did well, but had one or two times when you got distracted. 3 points and lower means you worked, but also wasted some time or were distracted often. 2 or 1 points means you didn’t get much done at all. My expectation is that you will not have any 2 or 1 days.”

“I will also give you points based on what I observe in the ‘Coach Score’ column. My score should be very similar to yours each day. So each day you can earn up to 10 points. These points will be added up regularly and will be part of your grade in this class.”

Looping With the Group for the First TimeInstruct students to find the first track of their book on their mp3 play

and pause the track. Make sure all students are ready before you go forward.

“When I say so you will listen to your first paragraph and read along with it silently. When it gets to the end of the paragraph, you will press “pause” or “stop” on the mp3 player.”



“Next, I want you to go back and read the paragraph again one time silently.”

“This is important. After you have read silently, I want you to think about how it sounded in your head and how it felt. You are going to loop until the reading in your head feels as smooth as the reading on the mp3. Each time you loop, I want you to compare your read to the mp3 read.”

“Now hit the back button. That is one loop. You will loop enough times that when you read it out loud for me, it sounds just like talking, and feels completely comfortable.”

So the looping steps are:1. Listen and read along silently.2. Read one time silently3. Judge how it felt and sounded in your head.4. Repeat or read for the teacher.

“I want you to do 7 loops and I think you can achieve exceptionality. When you have looped 7 times, give me a thumbs-up so I know you are done. Then I will listen to you read out loud and I’ll check for exceptionality. Do you understand?”

Check for understanding.

Count each loop as the student completes them. Complete 7 loops and ask the student to read the sentence. It should be absolutely without miscue or improper pace. If there are any symptoms, have the student complete 3 more loops before trying again. Once the student achieves exceptionality, praise their effort and say:

“That’s all there is to it. Just doing these loops each day will teach you how to read.”

“Remember to write your counter number or track number down on the paper in your folder and put your file back in the holder before you leave the classroom.”

“Remember that the more loops you do each day get you closer and closer to eliminating your reading miscues. All it takes is doing as many loops each day as you can, and you’ll move up really quickly”.

If time allows, continue now with looping. Make sure you have a Coach Looping Log ready to go so students can immediately dive in.



Student Reading LogNAME _________________________________________ PER______

Level ________ Book Title ____________________________________

Day Pg. Track Number Start

Track NumberEnd

How many exceptional paragraphs?

Student self-score

Coach score

MonTuesWedThurs Fri

MonTuesWedThursFri

MonTuesWedThursFri

MonTuesWedThursFri

MonTuesWedThursFri


Reminder: get a new log sheet each time you change books and put the old one in your file folder.


PART IIIStarting Groups and Group Instruction

In this section you will learn: How to start groups Table configurations Typical daily schedule Tutor control vs. Student Controlled Looping The recorded looping process illustrated Tickle Spots Advanced forms of Looping



Setting Up Groups for LoopingAfter leveling and teaching each Bust Out Reading student how to loop, the tutor must divide the pool of students into groups. In this classroom edition, students must be able to read at a high 2nd grade level in order to use the recorded books. If a student levels at an Ά or β level, they need to receive tutoring differently and will need a different tutoring modality that cannot work in the classroom.

With high β students it may be possible to start them in the easiest Γ level book and have them loop one sentence at a time. Tell them that they will need to do many loops (15-20) in order to read with exceptionality.

Before placing groups, announce that groups may be split-up and reconfigured at various times. This is important so that you reduce arguments if and when this must be done. Students will feel more comfortable if they know in advance that this is a normal expectation. Try to keep groups as homogeneous as possible with balances of racial mix and sex mix. I have had classes where I ended up splitting groups by sex with all male or all female groups. This proved highly effective for that group of students and may not be typical. Feel free to try it however if your initial grouping do not work well.

Your overarching goal is to create groups with students that function well together, with maximum efficiency every day. The more distractions and low-intent behaviors a group encounters, the less looping will take place, and the slower students will progress.

The Coach Looping LogThe Looping Log is your primary tool for tracking student progress and noting problems. It is used to track how long each student took to achieve exceptionality, and what kinds of interventions you used to help them achieve exceptionality.

It is essential that you use your Looping Log every day. It is impossible to properly administer a group without a timing sheet.

Once your group is seated, you should have a clock easily in view or you can purchase a small travel clock that you can place in front of you. You can use a wristwatch, but looking at your arm constantly can be distracting for students.

Write each student’s name on the Timing Sheet. Once all the students are settled and have their books and CD/tape players ready, write down the time



and announce that they should begin looping. We find it perfectly acceptable to just use the minutes on the clock, rather than the entire time (e.g. 09 instead of 8:09). You will be writing times down quickly once things get going.

At the end of the session, put each student’s total time in the ‘TT’ box on the tracking sheet. Student’s often do not start at the same time. A minute or two does not make a difference, but if a student begins 5 minutes or more after the others, or loop 5 minutes longer than the other students in the group, they should get a different TT in their box.

When a student takes a bathroom break, etc. make a notation in your log and deduct the time from TT that day.

The most difficult aspect of keeping the log for most of us is writing down the time after you have confirmed exceptionality, but before the next student starts reading for you. Take your time. Make sure you write before they read.

There is an alternative Looping Log located in Section X of this manual developed by Bust Out coach Tracy Lusby. Feel free to use this alternate form if it suites your needs better than the original form.

Using the Looping Log to Diagnose Various Reading BarriersThere will be students who do not progress as quickly as you might think they should. One way to help diagnose why that might be is to use your looping log. Look for trends over time. Have they been in the same book for too long? Have they missed lots of days? Do you have to intervene due to lack of their understanding of the exceptionality standard? Do they have motivation problems that you are constantly dealing with?These kinds of problems may go unnoticed in the daily grind, but become clear when you look over their records.

Also consider that you may not always have the same students in you group. Then record-keeping becomes even more important.

Keep the logs until the end of each grading period at least.



Coach Name ____________________________________ Period _______________

Use one sheet for each period you teach. There is room for two groups of 8 students.

Remember to circle anytime a student loops 10 without exceptional. This is a breach. If students breach more than 2 times in a session, they need an easier book in the range.NAME Mp3 Time TT

Romero 4 05 11 16 19 21 25 20

Leticia 33 05 08 18 22 25 20

Susan 16 05 09 16 20 24 19

Esteban 7 05 07 11 15 NB 19 25 20

Roger 19 05 10 BR

14/20

23 14

Tran 41 05 08 13 21 24 19

Roger 2 05 10 12 17 25 20

Chloe 21 05 14 23 18


Coach Looping LogThis sheet should be double side copied

3

Example Sheet

Ms. Smith


Intervention LogGroup 1 Name Intervention Intervention

Leticia Slow fire, under-looping 2x

Roger Rushing 3x

Group 2 Name Intervention Intervention

Notes ___________________________________________________________________________

Sample Sheet


This sheet should be double side copied


Looking at Ms. Smith’s Two Sample Logs: A Case Study

In the sample logs above, we have a typical group from Ms. Smith’s 3rd period class. All of these students names are written in the appropriate boxes and their mp3 numbers are also recorded. Students will initial in the check in/out box as they return their mp3 at the end of the session. This will ensure that the players are not lost or stolen.

The session begins at 10:05 so Ms. Smith puts down 05 as the starting time for all students. As each student reads and has exceptionality confirmed, she write down the time.

Leticia has two non-exceptional reads and also breaches ten minutes at ‘18’. So Ms. Smith makes two small tally marks in the upper left corner of the box for each non-exceptional read and also circles the 18 so that she remembers the breach. Leticia does fine on the next reads so she is at the appropriate level and just had a hard time with that specific paragraph.

Esteban is ripping through paragraphs at a very fast clip. He is only taking a minute or two to achieve exceptionality. After determining that the speed of achieving exceptionality is consistent, Ms. Smith suggests that he find a harder book in the same range and notes this with NB (new book) in the square. On the next square she notes when he returned to looping and the next square shows when he achieved his next exceptional read in the new book.

Roger takes a bathroom break and Ms. Smith notes this so she can accurately track his total time looping. In the next square, she notes when he returned and then when he achieves exceptionality (14/20). It is preferable not to allow students to take breaks during looping if at all possible, but inevitably this will happen.

Ms. Smith tallies up the time each student has looped for the session. It is possible to round to the nearest 5 minutes, but it will obviously not be as accurate at the end of the month or grading term.



Ms. Smith also notes the interventions she used during the session on the intervention log. This log is valuable to keep for several days to track any trends the teacher sees in student’s looping (i.e. do they constantly rush, have a poor understanding of exceptionality, etc.)



Desk Grouping ConfigurationsBecause all students are using mp3 recorded books, they can work independently and at their own pace. This is what allows us to work with up to eight students in a group. Talking should be minimal throughout the tutoring session.

These are the best configurations for mp3 groups:

Or

Schedule for a typical 55 Minute Class 4 groups of up to 8 students

Minutes

Activity

5 Take roll, students get books and supplies and move to their appropriate areas and groupings.

20 2 groups will loop with a coach and/or assistant.

20 2 groups will read silently then complete ‘Click’ and ‘Clunk’ and ‘Wrap Up’ exercises from their independent read.

5 The groups switch.

5 Students check in mp3 players and put books away. End class.



Looping for the First TimeSTEP 1: Remind students to bring their folders with them to the table. This will be a daily thing. There are always students who need to be reminded. Also, although students shouldn’t need to be monitored, it is important that you check each day to make sure they have filled out their log from that day.

STEP 2: Tell each student to pick a book in their level from the library. Tell students to find a book in the level that is easy, because some students choose books with text complexity that is too hard, and then it takes them too long to achieve exceptionality. Remind them that we want this class to be easy.

You may also pre-select the book and the mp3 player, setting them in each student’s place.

STEP 3: Tell each student to start their mp3 player and go to their book, track 1.

STEP 4: Remind students how to loop.

“Here’s how we’ll do looping. You will listen to the mp3 and you will read along silently to one paragraph then press the pause button. Then you will read the paragraph again silently one time. That is one loop. Now rewind the tape and complete another loop. We will loop 7 times. After we have looped 7 times you may give me a thumbs-up if you want to try and read for exceptionality or continue looping.”

Answer any questions the student may have and help them to adjust their headphones. Also, remind students that the recorders are extremely delicate and to take care when using them.

STEP 5: Place students in coach control (see below) until you think they have a strong sense of what exceptionality means. Now say:

“Before we start, let me tell you about looping. Sometimes you might need only 7 loops to achieve exceptionality. 7-8 loops is the average for a paragraph when you begin reading in a range. However, sometimes you might need 20 loops to achieve exceptionality. It just depends on the text.

“I will never let you loop for more than 10 minutes though. If you break the ten minute barrier, then we know that you are working too hard. Remember that we want this class to be easy. If you have



a time when you break 10 minutes three times in one class, we will move you to easier text.”

“Remember that the point of looping is not to achieve exceptionality; instead it is to do loops. The exceptionality just tells us that your brain is ready to move to new text. The number of loops you do each day is the important thing. I can’t stress this enough. The more loops you do each day, the faster you will move up.”

“One more thing before we begin, remember that exceptionality feels 100% comfortable. I will never let you go on if the read is only 99% comfortable because then we would be reprogramming your brain with mistakes. This may get frustrating sometimes, but I want you to read exceptionally all the time. Always looping until you achieve exceptionality is the most important part of this class.”

“I want each of you to loop 7 times before reading for exceptionality for the first week or two. When you have looped 7 times, give me thumbs up.”

“Ok begin looping”


Coach Directed vs. Student Directed Coach Directed Looping means that you are telling the student how many times to loop before they can read for exceptionality and then you decide if their read was excellent or not. Once students have a strong internalized fluency standard, they can decide how many loops to do (student directed looping). This isn’t necessary, but can help students feel more in control.

Student Directed means that the student will direct their own looping process (e.g. when to read to the coach once they have achieved exceptionality silently in their head). In other words, eventually, the student will decide how many loops are needed to achieve exceptionality. This is not necessary however. The coach can speed up the looping process by keeping students in the coach directed modality.


This is the hardest part for most of us. We are coaches and talkers. We want to explain.

But during looping, we need to keep our mouths closed. Yes interventions can be used, but most of the time, the brain just needs to work it out on its own through

looping.

Just stay with the script!


When the student is ready to read for exceptionality you say this:

“Was that exceptional?”

Then either…

“I agree” Or “I disagree”90% of the time you don’t say anything else!

Really…that’s it…nothing else…nada…end of story!

I’m serious…hush up…let the kid work…quiet!Just keep to the script here. Say it verbatim every time, then…silence

Ok I think you’ve got it now…nothing else…no more taking…let her loop…Good job!


The Recorded Looping Process


Student Loops Paragraph

Silently

Internalized decision

about exceptionality

of the read during each loop

No it was not exceptional

Read for coach to confirm

exceptionality

Yes it was exceptional

Yes it was exceptional

No it was not exceptional

Student moves to next

paragraph and begins looping process again

Comments about the ReadVery often students will ask you why a read was not exceptional. This occurs mostly when there is disagreement about exceptional achievement by the student. It is important for the tutor to understand that there is very little that is helped by making comments other than about pace.

Acceptable Comments for read quality might include:

“The read just didn’t sound comfortable”

“That sounded like a robot, smooth it out”,

“We don’t know why your brain is having a hard time with that, just keep looping.”


What Does it Look Like During Typical Group Looping? Students will be quiet and fully engaged in their work. They are not

focused on anything other than their own reading/looping experience.

When a student feels that they have achieved an exceptional read, she signals the coach with thumbs up.

The coach calls on her and the student reads for them.

When the read is completed, the coach asks the student “was that exceptional?”

The student (who did read exceptionally) says. “Yes”.

The tutor says, “I agree”.

The student returns to reading their next paragraph.

The coach says nothing else and writes down the time that exceptionality was achieved, and then waits for the next student.

If the student hadn’t had an exceptional read it would have gone like this:

Students will be quiet and fully engaged in their work. They are not focused on anything other than their own reading/looping experience.

When a student feels that they have achieved an exceptional read, she signals the coach with thumbs up.

The coach calls on her and she reads for them.

When the read is completed the coach asks the student, “was that exceptional?”

The student (who did not read exceptionally) says, “no”.

The tutor says, “I agree”.

The student returns to looping the same paragraph.

The coach says nothing further and waits for the next student.



Comprehension Development during Looping It is essential that students work on comprehension as they read. Bust

Out Reading is not just a fluency program but a total reading intervention. To that end, we must make sure to help readers develop good reading comprehension habits while they loop and also when they engage in assisted reading.

Predictions Every time a student begins a new book or new article within a book,

ask the student for a prediction about what the story is about. Remind them to keep thinking about their prediction as they read.

After the student has looped enough paragraphs to determine if their prediction was accurate, as the student to compare. The student should be able to tell if their prediction was accurate.

Activating Schema Ask the student to take a minute (while you listen to another student

read) and think of 3-5 things they know about the topic of the story (i.e. snakes, the desert, weather, ghosts, etc.)

After they tell you what they know, correct any erroneous knowledge and then tell them to begin reading. Accurate schema will help them understand what they are reading.

Post-Reading When they finish the book or article, have them fill out The

Independent Student Work Sheet or a reading log if you decide to use one. If using a log, they can write about their reading experience, or what they learned while reading.

Always have student read the title and headings! These function as schema activators too!Tickle SpotsSoon after students begin looping, most will come upon a word or text feature that causes them to glitch repeatedly. They may become embarrassed or irritated. We take this opportunity to explain to the student that the word or symptom is a ‘tickle spot’. This is a place that is causing a reading symptom. Once they achieve an exceptional read, they will have grown dendrites to overcome the symptom. After they achieve an exceptional read in that place, we reinforce that tickle spots are good things, because they let us know that there is a hitch or glitch and we can overcome it.



Advanced forms of Looping For the vast majority of students, looping will remain the same for months or years. However, at some point, the student will near the end of the process of removing their reading symptoms. They will be looping at the highest ranges appropriate for them, and will be achieving exceptional reads with increasing rapidity. It is at that point that students will need to have their transition to authentic reading accelerated. The following procedures are only to be used with students who are finding little challenge in the program books that are at their highest level.

Double LoopingThis technique is the exact opposite of the ‘Shrink It’ intervention. Instead of making the read easier by reducing the amount of text that is looped, Double Looping provides a way to quickly increase the challenge of the text. The coach simply asks the student to read two paragraphs instead of one, thus instantly increasing the gist for the student’s working memory.

Half-Page LoopingThis technique does just what it says. The coach instructs the student to loop a half page at a time. All other aspects of looping are the same; just the length of the text being looped. This is often three or more paragraphs. Obviously, Double Looping should be completed before Half-Page Looping is attempted. Make sure to remind students that they are to ask for help with any vocabulary words they don’t know.

Silent LoopingThis is a transitional activity that combines looping with authentic reading. Students read two paragraphs or a half-page chunk of text, or a full page - silently. They should identify any words they do not know and have a vocabulary acquisition completed for those words. Then they should re-read the text as many times as they need to, to read exceptionally. Encourage the student to read each portion of text as least 3 times before asking the coach to listen for exceptionality.

Although it may be frustrating at times, remain steadfast with the exceptional standard in all of the advanced form of looping. Students may try to balk at having to re-loop an entire page just because they had one minor miscue, but that is the appropriate thing to do. The goal is to have them reading completely error free.



PART IVThe Primary Interventions

In this section you will learn the interventions:

Developing Exceptional Interventions ‘Modeling the Read’ ‘Repeat’ ‘Easier or Harder’ ‘Shrink it’

Looping Interventions ‘Slow down you’re rushing’ ‘Slow fire, slow down’ ‘Rephrase’ ‘The recorded looping process illustrated’



Introduction to the Primary InterventionsAlthough the vast majority of the time the solution for smoothing out a symptom is looping, there are some additional interventions that the tutor may use to help the student. These should be used sparingly. The challenge for the tutor is to know which intervention to use to combat which symptom. Refer to this section often as you gain experience so that you can gain confidence in using interventions.

Strategies to Help Student Understand ExceptionalityThe first, and most critical task for the tutor, is to help the student understand the exceptionality standard. Until a student has a strong, internalized, sense of exceptionality, he or she cannot take control of the looping process. The longer this takes, the longer the student must remain in tutor controlled looping. The tutor should use these interventions frequently, until the student reliably demonstrates a clear understanding of exceptionality.

After the first 3 or 4 days begin asking the student “Was that exceptional?” Whenever, the student disagrees with your assessment of the read, (i.e. they say it was exceptional when it was not or vice versa) use one of the following techniques.

It is fine to tell a student what symptom you are addressing when using an intervention, but is not necessary.

Disagreements around ExceptionalityOnce students understand what the exceptionality standard is, they should loop until they achieve it. They are not looping until they think they might get it. They are not looping until they hope they get it. They are looping until they know they have achieved exceptionality. You are simply there to confirm what they already know.

However, sometimes even when students have achieved exceptionality in their head, and it really is exceptional, the read will not be. This is the other reason that you are needed in the looping process.

Once everyone understands the exceptionality standard, there should be very few times when students read and don’t achieve exceptionality. However, it is extremely common for students to begin to under loop after a few days or weeks of looping. They try to read exceptionally when they are not ready. Bring students attention to this problem and make sure they understand that there are no shortcuts. The brain needs a certain number of



loops to read exceptionally, and that is that, just like muscles need a certain number of repetitions to get stronger.

‘Modeling the Read’ This is the most frequently used strategy to help students understand or attain the exceptionality standard. Use this strategy whenever you notice that the student continues to read the passage with the same symptom or without improving. Pace problems and robot reading are the two most common symptoms that modeling works best to combat.

Say:

“Let’s try this. Let me model the read to help you achieve exceptionality. You are reading the text like this”, imitate the student’s read as closely as you can. Then say:

“An exceptional read sounds like this”, and read the sentence with exceptionality. Now say:

“Read it again” and have the student read the sentence again.

If it is exceptional, move the student on to new text. If it is improved but not exceptional, have the student complete X

number of loops to achieve exceptionality. If there is no improvement, repeat the modeling strategy again. If the student still doesn’t improve, use another strategy such as

repeat, or move on to the next section of text, but note the symptom and use this or other strategies as often as needed until the symptom improves and the student can feel the exceptionality standard.

‘Repeat’ StrategyThis strategy helps the brain notice incremental improvements in the read until it achieves exceptionality. This is a great strategy to use early in the exceptionality acquisition process or when modeling fails repeatedly with a persistent symptom.

Say:

“Your brain is having trouble reading exceptionally, so I am going to use ‘Repeat’ to help your brain feel the difference between exceptional and non-exceptional reading.”



“I will have you read the sentence over and over - out loud - until your brain reads it exceptionally. Ready? Go.”

Have the student read the sentence and say “that was not exceptional” after each read until exceptionality is achieved, then say, “that was exceptional”.

After 2 or 3 re-reads, you can give brief encouragement between sentences like, “that was better” or “closer” or “Keep going you’re doing great”.

Do not give feedback about the symptom itself.

‘Easier or Harder’ StrategyThis technique is used to help students develop a sense of how exceptionality feels.

Say:

“I’m going to use a technique called ‘Easier or Harder” to help your brain achieve an exceptional read.” I will ask you to read this paragraph/sentence several times. Go ahead.

The student will read the paragraph. Say either:

“That was exceptional” or “That was not exceptional”. Then, “read it again”.

The student will read the selection again even if it was exceptional.

Ask, “Did that feel easier or harder than your last read?”

The student should continue reading again until they say “it felt the same as the last read”. Then say:

“Then that was truly exceptional. It should feel like that every time in your head before you read to me for exceptionality. I want you to always loop enough times so that it feels exactly like that last read.”

Interventions for Looping



‘Shrink It’Because of Paragraph SizeAt various times during looping, the tutor may notice that the paragraph the student is reading is larger than the average paragraph size. When this occurs, shrink the text chunk to allow the student to loop ½ of the paragraph. Larger chunks of text are more difficult and time consuming. Books that are digitally recorded for this program have already done this for the student in many instances. Still, there may be difficult paragraphs that can be broken down even further by the student.

To Help Overcoming a Tough ReadFinally, you may find that students sometimes struggle with a particularly challenging paragraph for no apparent reason. After trying other interventions, very occasionally, you can have a student break it down so that they achieve exceptionality more readily. This is not something that should be done routinely. If students continue to struggle or breach then they need to move to easier text.

To reduce text complexityReducing the amount of text that is read at one time makes it easier. In essence you are reducing the size of the gist that short-term memory has to hold. Sometimes students need a break, or there might be a particularly tough few paragraphs. For example, a betas might need to read a higher Lexile book for a time because she has already read all the beta books and isn’t quite ready to move up to gamma. She can continue to loop at the appropriate text complexity using a higher Lexile book. Of course this is a temporary remedy, and should not be used regularly.

‘Slow Down’ InterventionIs the most common Intervention comment that you will say about a read to a student. Pace is a very strong indicator of exceptionality or non-exceptionality. It is critical that rushing be eliminated as a crutch by the brain. Pace should feel comfortable and should err on the slightly slow side. Have the student slow down until they respond and read at the slower rate twice in a row. This usually take 3-4 re-reads of the same sentence the first few times the student reads, until their brain ‘gets it’.

If a student struggles to internalize a slower reading pace, try this intervention. Have the student read the sentence at their fast pace and say

“Slow down and read it again”



Have the student read the sentence over until they read the sentence twice at the proper, slower pace.

‘Rephrase’ InterventionThis is a quick way to help the brain get clarity about a sentence. It is used when the tutor senses that the student understands what the author is saying, but there still confusion. The sentence the student reads is, “The hen lays eggs in a cozy nest”. You say:

“Where does the hen lay her eggs?” or “what kind of nest is it?” This all depends on where the student is having difficulty. Immediately follow this by having the student read the sentence again and if exceptional, the entire passage they are working on.



PART VVocabulary Acquisition and

Secondary Looping Interventions

In this section you will learn: To identify vocabulary acquisition problems Click and Clunk How to handle proper nouns ‘What is the author saying?’ ‘Make a movie’



Vocabulary Intervention TechniquesThe key with vocabulary is to hear when a student doesn’t get the word. Students can loop all day long without attaining exceptionality because they don’t understand a word. If the brain can’t make meaning from the text, it can’t attain exceptionality.

Vocabulary problem clues The student may mispronounce the word The student says the word vaguely The student says the word hesitantly The student says the word more softly The student says they don’t know the meaning of the word The student repeatedly struggles to achieve exceptionality in that spot

‘Click and Clunk’The idea behind “Click and Clunk” (Adapted from Klingner & Vaughn, 1998)is that when the reader is reading exceptionally with full comprehension, the read is “clicking”. When the read stalls because there is a word that is central to the meaning of a paragraph that the student doesn’t know, the read will “clunk”.

We also want the student to develop Metacognition about their reading. We want them to know whenever understanding breaks down. Poor readers will just continue to read (really decode) whether comprehension exists or not.

Proper nouns may interfere with exceptional reading, but they are not considered a “clunk”, because they seldom interfere with the central meaning of a paragraph. You should use model the proper pronunciation and have the student repeat the word 3 times.

Introducing the Click and Clunk StrategyThe first time a student encounters a vocabulary acquisition problem, if possible stop the entire group from looping and explain the “Click and Clunk” strategy to the entire group.



Say:

“I am going to explain a strategy for you all to use when you don’t understand what a word means when you are reading. This strategy is called “Click and Clunk”.

“When your brain fully understands what is going on in the paragraph, we say that the read is “clicking”. You are reading well, although it may not be exceptional yet.”

“But when you come across a word that you don’t know, and that word is central to you understanding what the author is saying, your brain will not have comprehension, and the read will break down. It will “Clunk”. Your brain cannot read exceptionally if there is one or more “clunk” words in a paragraph. You can loop over and over and your brain will still not be able to read exceptionally.”

“So I will now teach you four strategies that will help you fix up the “clunk”.”

“Every time you loop a paragraph for the first time, think about what you are reading. When you come to a word you don’t know, remember it and continue to the end of the paragraph. Put the mp3 on pause.”

1. Now go back to the sentence with the clunk and look for key

ideas to help you figure out the word. Think about what makes sense.

If you still don’t know what the word means…

2. Reread the sentences before and after the clunk, looking for clues.


3. Look for a prefix or suffix in the word that might help.


4. Break the word apart and look for smaller words that you know.

“Usually, by the time you have used all of these fix-up strategies, you will be able to figure out what a word means. But



before you continue looping, tell me what you think the word means so that I can verify that you are correct.”

“Here are a couple of important reminders for “Click and Clunk”. If there is a hard word that you don’t know, but you understand what the author is saying anyway, point out the word and I will tell you what it means and how to say it. Proper nouns are never “clunks”. It is really important that you take note of all the words you don’t know when you are reading. Otherwise, you will spin your wheels and get frustrated.”

You will now quickly model how to use each of 4 fix-up strategies. This is critical, because the students will not see how they work unless you show them. Say:

“Now let’s say that as I loop this paragraph for the first time, I clunk on this word” (find a difficult word that is central to the meaning of the paragraph). I finish looping the paragraph and then stop the MP3 player and use the first strategy which is?” (Let the student tell you, and then demonstrate all 4 strategies thinking out-loud as if you were the student in order to better model their use).

“Are there any questions? Remember, you’ve got to constantly think as you read, ‘do I understand what the author is saying’, is it ‘Clicking’? So that when you hit a ‘Clunk’ you can recognize that you are clunking, and use the fix-up strategies to figure the word out. Once you know what the word is, you go back to regular looping.”

Ok give it a try on the next “clunk” you find.

For the first few times a student needs vocabulary acquisition (“Click and Clunk”) you will need to remind them to use the 4 fix-up strategies. You may also need to help them actually use each of the strategies by modeling their use.

Vocabulary Acquisition as Twenty Questions TechniqueAt some of the higher Lexiles, there will be numerous words in every paragraph that the student will not know. Although click and clunk could be used, instead we suggest this technique. It is faster and offers a way to cover many words quickly so that looping productivity can continue.



Whenever possible do not give the student the word directly, especially when you think the student knows the word. Instead, give them clues about the word. Rhymes work as do opposites.

Let’s say that the word is ‘outsider’. “That is the opposite of ‘insider’”

Let’s say the word is ‘breakfast’.“This is a meal that you eat in the morning”

Sometimes the word will be one that you suspect the student does not know. In this case say the word with the proper pronunciation:

“That word is penultimate. It means next to the last.

Now use it in a sentence that also gives the meaning:

“Juan was in the penultimate race. It was the next to the last race that would be run that day.”

If it is a word that the tutor does not know Have the student find the word using a dictionary. The tutor should then pronounce the word, read the definition, not the student, and explain the meaning in easy to understand language, then use it in a sentence as above.

When a student is reading about a placeAssume that the student does not know where the place is. Go to a map and show the student where they are currently located, then show them where they are reading about. This will help comprehension.

“What is the Author Saying?”This intervention can be used in both looping and assisted modalities. In fact, it is useful at any point where the tutor believes that comprehension may be playing a role in a non-exceptional read or a repeating coach read. You should have students ‘Click and Clunk’ first, but if they have done that more than 3 times in a session, begin using this to save time. This technique is useful even when the read seems 99% exceptional but just


Proper NounsProper nouns (names of people or places) are often pronounced differently by different people. Spellings can also be different but have the same phonetic sound (i.e. Ryan Ryanne). Do not worry about the student’s pronunciation in these cases or have the student say the word 3 times and then read the selection again so it feels more comfortable. Commonly known place names can be corrected (i.e. Copenhagen Denmark). Use the vocabulary intervention for unknown words above.


doesn’t come together. Perhaps the read is a bit tentative or slightly vague sounding. This often means that the student has an incomplete understanding of the meaning of the text.

Once the coach believes that the student may not fully understand the passage they are reading say:

“Can you tell me what the author is saying here?”

The student should be able to clearly articulate the meaning of the passage (i.e. summarize it accurately).

Once the student has summarized the passage correctly, have them read the passage again. If they do not accurately summarize, the tutor should summarize the passage for the student checking for comprehension before asking them to read the passage again.

Even when students seem to understand the meaning of a passage, but fail repeatedly to read it exceptionally, having them summarize almost always results in an exceptional read.

‘Make a Movie or Get a Picture’Along with using the author check above, also encourage the student to make a movie in their head. Most struggling readers cannot do this and need specific encouragement to do so. Often a student may comprehend the passage, but still not read exceptionally. This is the appropriate time to encourage a movie in the mind. Begin by describing the scene for the student or having the student describe the scene,

then say,

“Now get a picture/movie of that in your mind and read it again” You may make motions or briefly act out a key part from the text to help the child get a picture in their head. Each student should get this intervention on a regular basis. A variation would be to ask the student to describe the passage as a picture. What do they see?



PART VIMotivation, Motivation Problems, and

Interventions

In this section you will learn: Understanding the importance of motivation Under-looping interventions Improper looping Over-looping Repetitive Misbehavior Defiance or acting-out Giving them a break or a day off



About Motivation ProblemsWe all struggle with motivation at times. Sometimes our students will suffer from a lack of motivation. This will be the most challenging part of your job as reading coach. The main goal of coaching is keeping the student working, even when they don’t want to. Usually, students will feel successful and have high motivation for the first few weeks. However, at some point all students will have low motivation.

The best method to use is to play to the student’s internal motivation or intrinsic motivation. Only as a last resort should you use extrinsic motivation (candy, free time, etc.)

Here are a few script exemplars to use. The more students’ hear them; the more they will help build intrinsic motivation. They have been divided them into groups based on common motivation problems.

Problem: Student tends to under-loopUnder-looping is probably the most common and constant struggle we will have with students. Students quickly realize that once they can achieve exceptionality with relative ease, they will be allowed to move up to harder text. The problem is that once they move up, they assume that they will be able to achieve exceptionality with minimal loops. This situation creates a challenging paradigm that will take some time to correct. The most important thing for the tutor to remember is to address under-looping whenever it crops up.

Script #1“Loops are like lifting weights. In weightlifting, if you only do two or three reps a day, you will never move up to heavier weights. We want you to do as many reps or loops as possible each day. That way you will build your brains’ reading muscles more quickly. Just keep looping.”

Script #2“Remember that this system is designed to move you up as quickly as possible. To do that, you need to get in as many loops each day as possible. The fewer loops you do, the longer this whole thing will take. Just do as many loops as you can each day and you will improve really fast.”



Script #3“You are under-looping. Remember that there are no short cuts. Your brain cannot get exceptionality until you have done enough loops. Even if you want to get exceptionality with (2, 3, 4,) loops, it won’t happen until your brain is ready. Trying to get exceptionality over and over without enough loops, actually slows the whole process down. You need to do more loops before you read for exceptionality. That’s all I can tell you. It’s all about the loops. More loops equals more progress.”

Problem: Student does not loop properlyEspecially in the beginning, you may find that students are not looping properly. This most often occurs in the recorded levels because it is easier to disguise improper looping. Watch for students who appear to be listening to the tape, but have the pause button depressed. Another common issue is students who are not looking at their text as they listen to the tape. Check their eyes and see that they are actually reading. If you see that a student is not looping properly, intervene and say any one of the following:

Script #1“I noticed that you were (name the issue). Looping is a scientifically proven method for curing your reading problems. But it doesn’t work if you don’t do it the right way. In fact looping the wrong way could actually make your reading symptoms worse. This method is the fastest, most reliable way we know to improve your reading. Please do it the right way so you’re not wasting your time here.”

Script #2“You are not __(name the issue)_____ the right way. You are slowing yourself down. I want you to cure your reading problem as quickly as possible, so please do your loops properly.”

Script #3“Remember to give me good clean loops. Read along silently with me, then read one time to yourself silently, judge the silent read for exceptionality and either signal me to read out loud or do another loop.”

You can also engage the student in a brief conversation:

“Why are you __ (name the issue)__?”

Use a dialog above to respond or respond in your own words. The message should be to do as many loops during the session as possible.



Problem: Student over-loopsThis problem occurs when students are experiencing low motivation or they have an incomplete concept of exceptionality. Over-looping can be a passive/aggressive resistance. Symptoms of this problem may include:

The student is working near the 10 minute mark consistently, but you feel that they are achieving exceptionality earlier.

The student’s looping times were shorter the day before in the same book.

The student seems bored/defiant.

Put the student in coach control and say:

“I think you might be over-looping. Would you please do _____ number of loops this time”.

Closely monitor the looping process. Once they have completed the number of loops you assigned, have them read for you.

If it was exceptional say:

“That was exceptional. I think you are over-looping. Remember to check how the read sounds in your head. As soon as you feel that the read is exceptional, stop looping and read for me. If you are looping too much, it will slow you down and make the class harder than it should be.”

If it was not exceptional say:

“Would you go to the next paragraph and loop it __(same as before)__ times.”

Again monitor the student’s looping process and once they complete the assigned loops have them read for you.

If it was exceptional say:

“That was exceptional. I think you are over-looping. Remember to check how the read sounds in your head. As soon as you feel an exceptional read, stop looping and read for me. If you are looping too much, it will slow you down and make the class harder than it should be.”



If it was not exceptional say:

“I still think you might be over-looping, but continue to loop like you were before. Remember though to make sure you are asking to read for exceptionality as soon as you are ready.”

Continue to monitor the student closely for the rest of the session and note the issue on your Coach Looping Log if you want to.

Problem: student is not looping properly and previous interventions are not workingYou may notice a student who is not looping properly and is also not responding to interventions above. Try an out loud loop.

“You are still not looping properly. It is really important that you learn how to do this process the right way or you will just continue to struggle with reading. Here is what I want you to do. You and I will listen to the recording so I can hear it too. Then read the paragraph again out loud. Then you will tell me if you think your read was exceptional. We will both loop until you achieve exceptionality.”

You will listen with one ear bud and the other one will be used by the student. The purpose of this is to force the student to comply with the looping process in a transparent way that you can check. Address any issues you observe during the process.

Problem: Student is acting out, not complying, or being defiantSome students may act out, fail to comply with reading prompts or are defiant. This is not acceptable. If you have tried several of the techniques to motivate the student and they are not responding or are escalating inappropriate behavior, use this technique.

Say:

“___(student’s name)___, I am trying to help you, and you are choosing to ignore it. I think that you are having a hard time working appropriately today. So I am going to ask you to sit by yourself. Please sit (indicate a seat that is by itself) there. When you feel ready to come back and work properly, raise your hand.



It is important that you allow the student to continue for as long as necessary even if they stay disengaged for multiple days. They are not to have anything to do while they are sitting in disengagement.

Problem: Student is having a bad dayThere are days when students may have a very bad day that will effect their production in your group. Call the student aside or out into the hall and ask them to identify the problem. They may or may not be willing to tell you, but students will often relax a little if you give them this space. Ask the student:

“I would love you to be able to loop today. You are doing a great job in the class. Do you think you could work today?”

If the student says no, say:

“How about you take a few minutes to relax and read silently, then if you’re up to it, you can come back to the group and continue to loop?”

This will often work and after2-10 minutes, the student will re-join the group.

Make sure to invite the student back to looping 2-3 minutes.

If the student is still not willing to join, say:

“I will let you read silently today, but I can’t do this very often (again). The looping process is the part of the class that will solve your reading problem. Tomorrow, I need you to get to work right away and give me your best effort. OK?”

If you are in the hall, move the student back into the classroom. Give them an independent read and sit them away from any group, but were you can keep an eye on them.

If they continue to have problems, take further disciplinary action such as contacting the certified coach/teacher, writing a referral to the office or to the counselor.

This should only happen once or twice over a 2-3 month period. If it is happening more, then other interventions may be needed. This intervention should never be used on a regular basis.



PART VIIAssisted Reading

In this section you will learn: What is the purpose of assisted reading When to perform assisted reading

Assisted reading interventions ‘Read it again so it feels more comfortable’ ‘That didn’t work’ ‘Stuck strategy’ ‘You’re rushing’ ‘Slow fire slow down’



About Assisted Reading Assisted reading is the process of moving the brain from the highly structured learning process of looping to a bridging, independent process of assisted reading. In this mode, the brain gets to practice the organic reading process with help and input from the tutor. However, like the main looping process, the brain’s work in assisted reading is mostly implicit.

Assisted reading should not be attempted until all students have a strong sense of the exceptionality standard and everyone is looping with confidence. This usually occurs During the assisted read, students will read a paragraph cold, out loud to the coach. Each student should read 2-5 paragraphs in this modality every day during looping, or about 2 minutes of reading.

During assisted reading make sure the student knows that they are not trying to achieve exceptionality just comfortable reading.

Have the student begin reading. When a miscue occurs use the ‘read it again’ intervention below. The coach should aim to intervene in about 50% of the sentences read. This means that you may intervene in every other sentence (if needed) or 2 or 3 sentences in a row but then don’t intervene in the next 2 or 3. If you find that the student needs more intervention, the text is too complex, and have the student go to an easier paragraph and continue the assisted session. However, this may be a sign that they are looping in text that is too hard. Look at your log to verify this.

Managing the Assisted ReadSimply pause the assisted read and listen to the student that is reading for exceptionality. Once the exceptional reading student returns to looping, continue the assisted read. Note the time that the assisted reading student begins their session and stop it after 10 minutes. Have the next student begin their assisted read while the first assisted read rotates back into looping.

Alternate Assisted Reading OptionAssisted reading is a critical component in Bust Out Reading. You may find that choosing 4 students each day to Assisted Read for 5-10 minutes each provides better results. Just use your tracking sheet to make sure each student gets a turn over the course of the week. We would recommend that this option be used occasionally anyway during the year. Another option is to set aside a day to do assisted reading with students instead of looping. Students seem to like the change in pace. Any of these are fine, just make sure to include Assisted Reading in the mix regularly.



Assisted Read Interventions

Read it Again and Smooth it OutAs student’s engage in assisted reading, they will inevitably show reading symptoms. About 85% of the time you will use this intervention when a symptom emerges.

Allow the student to finish reading the sentence and then say:

“Read it again and smooth it out”

The student re-reads that sentence one time. They do not read anymore than the one sentence they showed a symptom on.

If the read was ANY better, they move one with the reading. If there was no improvement, have them read it 1 more time. On the second read, regardless of whether or not there was improvement, have the student continue the read.

Students should re-read about half of the sentences as they complete assisted reading. Any more and they are working too hard. Much less, and the book is a little too easy for them.

Example: a student coach reads a 5 sentence page. She reads the first two sentences smoothly, but then shows a symptom in the 3rd sentence. You use the ‘read it again’ intervention and the student proceeds to the 4th paragraph. You intervene again. However, on the 5th sentences if the read is not smooth, you cannot intervene, because that would exceed 50% of the sentences.

That Didn’t WorkWhen the student makes a text deviation in the Alpha (Ά) or Beta (β) levels, it is critical that the brain be corrected immediately. Remember that low readers don’t often know that they have made an error, even one that significantly changes the meaning of the text. Therefore, we must make sure to call the brain’s attention to the problem as it happens. You must interrupt the read as soon as you hear the deviation.

After hearing the error, immediately say:



“That didn’t work. Read it again.”

The student re-reads the selection. If they read it properly continue on. If the error happens again, use the secondary intervention below,



say:

“You read ___(mimic the text deviation)__. The book says (read the sentence as written)__. Now read the sentence again so it smoothes out.”

Go OnStudents will occasionally come to a word that they cannot read. They may restart on the word or try to sound it out or just pause. When a student does this, they are stuck. The key to this strategy is to interrupt the read immediately and say:

“Skip this and go on”.

The student will read to the end of the sentence out loud and then say:

“Now read it again and smooth it out”.

99% of the time the student’s brain will have figured out what the missing word is and the student will read it smoothly on their re-read. If the student doesn’t read it more smoothly, check for vocabulary and use the vocabulary acquisition technique to address the issue. Remember during assisted reading the student does not have to read to the exceptional standard.

It is helpful if you can actually interrupt the read for the Go On strategy. Jump in immediately, and make the student skip the word. It is helpful to point at the word after the difficult word, that you want them to read. Eventually, the student will apply this technique by themselves.

You’re Rushing, Slow DownIs the most common Intervention comment that you will say about an assisted read. Pace is a very strong indicator of whether or not the student has control of their read. It is critical that rushing be eliminated as a crutch by the brain. Pace should feel comfortable and should err on the slightly slow side. Have the student slow down until they respond and read at the slower rate twice in a row. This usually take 3-4 re-reads of the same sentence the first few times the student reads, until their brain ‘gets it’.



Slow it DownIf a student struggles to internalize a slower reading pace, try this intervention. Have the student read the sentence at their fast pace and say:

“Slow down and read it again”

Have the student read the sentence over until they read the sentence twice at the proper, slower pace.

A.R. Vocabulary AcquisitionThe key with vocabulary is to hear when a student doesn’t get the word. Students can loop all day long without attaining exceptionality because they don’t understand a word. If the brain can’t make meaning from the text, it can’t attain exceptionality.

Vocabulary problem clues: The student may mispronounce the word The student says the word hesitantly The student says the word more softly The student says they don’t know the meaning of the word The student struggles to achieve exceptionality in that spot

A.R. Vocabulary Intervention Techniques

Do not use ‘Click and Clunk’ during Assisted Reading! Instead, use the following procedures:

Whenever possible do not give the student the word directly, especially when you think the student knows the word. Instead, give them clues about the word. Rhymes work well, as do opposites. Even with very low readers, they do well most of the time.

Lets say that the word is ‘outsider’. “That is the opposite of ‘insider’

Let’s say the word is ‘breakfast’.“This is a meal that you eat in the morning”



Sometimes the word will be one that you suspect the student does not know or one that the fix-up strategies did not help with. In this case say the word with the proper pronunciation:

“That word is penultimate. It means next to the last.

Now use it in a sentence that also gives the meaning:

“Juan was in the penultimate race. It was the next to the last race that would be run that day.”

If it is a word that the tutor does not know Have the student find the word using a dictionary. The tutor, not the student, should then pronounce the word, read the definition, and explain the meaning in easy to understand language, then use it in a sentence as above.

When a student is reading about a placeAssume that the student does not know where the place is. Go to a map and show the student where they are currently located, then show them where they are reading about. This will help comprehension.

A.R. Comprehension, Prediction and InferenceStudents should be asked comprehension, prediction or inference questions on a regular basis as they develop their reading skills. This is especially true if the coach sees that a student is particularly weak in any one or all of these skills. Usually, student’s brains will quickly begin attending to these tasks as the coach requires it.

Comprehension and Inference During A.R.Comprehension can be a simple retell, especially at the lower levels. However, by the time students are moving into low gamma, it is important to ask inference questions. These kinds of questions ask students to connect the dots. They are questions that force the student to draw a conclusion from text-based clues. An example from Fly Away Home might be to ask, “Why do you think the father and son are homeless?” or “Why do the dad and the boy both wear blue denim outfits?”

Prediction During A.R.



When students first pick a story ask them to predict what the story or book will be about. As they read through the story, after they have achieved an exceptional read, ask them to predict what will happen next. Make sure they check their predictions as they move through the book to build metacognitive reading habits.



PART VIIIIndependent Reading Tasks

In this section you will learn: How to conduct independent reading To teach a lesson on completing the

Independent Reading Work Sheet To teach students how to self-score their work

sheets



Independent Bust Out Tasks In a typical whole-class setting, two groups of 8 students will work with recorded texts, looping, while the remainder of the class is working on other tasks. This can present classroom management issues. Therefore, it is important to have work for non-looping students to do while aren’t looping. Below we have included some independent tasks that could be used each day when looping is conducted in the classroom. The teacher should feel free to create their own independent tasks if these do not suite their needs.

However, students should get regular independent, authentic reading time. This will increase their reading progress significantly. Try to build in at least 30 minutes a week for independent reading; more is better.

Choosing Independent Reading LevelsStudents will independently read when they are not looping. They will need to choose an independent read. This may be a recorded book that they are not looping in or a leveled non-recorded book (except as noted below).

Students should independently read 50-150 Lexiles lower than their looping level. When the brain is presented with text that is too difficult, it tends to revert to its old reading guidance process. Students will go back to using fingers, pausing, and other crutches that the brain developed to cope with the dysfunctional reading process.

What this means is that the tutor must try and ensure that the student is reading text that is easy for the brain to read during independent reading. Students who are looping in a Lexile of 1000 could independent read a book (L950-L850). The key is that they should be relatively free from miscues during the independent read. When in doubt, the coach can have them read the opening paragraph or two and listen for proper placement.

Once a student is looping in high Epsilon or Theta, they may read anything that they want to, including books outside of the Bust Out Reading library. This is important in that we want students to be able to find books that will hook them and help them transition into regular readers. Students who can read in these ranges may still need significant encouragement to read outside of class, but this is what we need them to do.

Independent Reading TasksEach student will be complete a daily independent worksheet were they will “Sum it Up” and then explain “What’s it All About?” For the Sum it Up, they will select one paragraph from their reading. For the What’s it All About?, they will use their entire read to summarize. They will complete the worksheet after they have read for 15 minutes, during each independent



reading time. This will give a purpose to the reading and keep them on task. They will self score their effort at the of the time allotted.

Comprehension Worksheet Training LessonOne of the critical reading skills that we want to build and reinforce in Bust Out Reading is comprehension. We also want students to gain some facility with reading text and then working with the text they read to perform a task. This skill is often required in content area classes as well as many standardized tests. Therefore, by combining reading comprehension with targeted metacognitive comprehension activities, we can strengthen students’ abilities to summarize text and write about text they read.

Each one of these elements needs to be taught, in the “I do, we do, you do” learning progression. Both ‘What’s it About?’ and ‘Sum it Up’ should be taught either before group looping begins or after all groups has looped for at least 2 sessions. The advantage to teaching it before looping begins is that students will know what do during independent reading from the very beginning, and proper classroom procedures will be in place at all times.

The first lesson has been designed for you, but it will take several days of repeated teaching and practice until students can do this on their own. Plan on five to ten days for guided instruction and practice before students can be released to complete the worksheets as an independent activity.

In 2008-2009 each book in our collection was given a Lexile range sticker placed on the spine of each book for even easier searching. We highly recommend that students check out a book for independent reading from the library that is 50-150 Lexile points below the Lexile range that they are looping in.

Looping is not authentic reading. It is a highly structured, repetitive practice process. Independent reading offers another critically important reading opportunity. Beside practicing authentic reading, we want students to get a book they might fall in love with and that can motivate students to read on their own. We can teach students how to read, but we cannot make them develop a love for reading. Therefore, it is important to provide opportunities for this do develop and grow.

The lesson below is based on a 55 minute period. Students would loop for 25 minutes, silent read for 10 minutes, and have 15 minutes to fill out their worksheet. If your day is a different length, adjust as needed, but provide the most time during class for actual looping.



For this lesson you will need: An overhead projector A short 3-4 paragraph reading selection with copies for each student

(medium Gamma level recommended) You can use the passage below for this

Copies of the Independent Reading Work Sheet for overhead and students

*NOTE: We have included a script for the lesson but you do not need to use it if you are comfortable with the content. Still, we suggest familiarizing yourself with the script to help ensure that you don’t miss any critical concepts.

Say:

“Every day that we have Bust Out Reading you will loop half the time and silent read half the time. During the silent reading part of the class, you will read a book that is 50-150 Lexile points lower than your looping read. For example, if you are looping in a book that has 800 on the spine, you would select an independent read that had 650-750 on the.”

“I want you to pick a book that you will really be interested in reading. Please do not pick books that are way too easy for you either. Your independent reading book needs to come to class every day that we do Bust Out Reading. I can help you with book selection if you feel stuck.”

“Now I will teach you two techniques called ‘What’s it About’ and ‘Sum it Up’. These are powerful techniques that will help your reading comprehension and writing skills. You will find that you can use these techniques in all of your other classes. This will help you figure out what the main idea is in the text you are reading, as well as being able to summarize what you have read.”

The purpose of “What’s it About?” is to help students find the main idea in a paragraph. Students who are reading at high levels should practice this skill with multi-paragraph sections of text. The procedure is the same.

“You will practice these two activities each day after you have finished silent reading for 10 minutes. When you are done reading, you will fill out your Independent Reading Worksheet. Take a look at the front side of the worksheet. I’ll explain how to fill out top part and the score later. ”



Wait for students to get the worksheet out and make sure they are on the right side.



“We are going to learn the ‘What’s it About?’ technique first.

“For now, let’s pretend that the article I passed out is what you read during independent reading. You will read much more than 3 paragraphs in 10 minutes though. I’ll read the passage to you now.”

Read the selection below to them.

“For this lesson I am going to pretend to be a student so that you can see how you would fill out the worksheet. The first thing I will do is go back and find a paragraph that I found challenging or confusing. I will choose the third paragraph because there were some words I didn’t know, and it just didn’t make sense to me.”


Sea Otters Sea Otters almost always stay at sea. They have learned to fear the shore. On land they would face many predators including man. In the ocean they can swim fast and hide in kelp. Sea otters land themselves only when they are sick or waiting to die. Healthy otters never leave their beloved ocean home. Man has hunted the otter for its thick, luxurious fur for centuries. They used the fur for making fancy hats and expensive, warm coats. Otter fur was considered the height of fashion during much of the 19th century. Everyone, it seemed, wanted a garment made from sea otter fur. In fact, humans nearly hunted sea otters to extinction in order to meet the demand from wealthy customers. Thankfully, today the otter is protected by federal law and is no longer in danger of extinction. However, there are still those who kill sea otters illegally. Some fishermen kill otters to stop the creatures from eating valuable shellfish stocks. This is because the otter’s favorite food is the abalone. Abalone is very popular and rather hard to find. Seafood markets are willing to pay high prices for them, so fishermen don’t want to share such a valuable catch


“Now I am going to think about this paragraph and follow the three steps.”

“Step 1 asks me to name the who or what that the paragraph is about. Fishermen were mentioned and sea otters were mentioned and abalone was mentioned. Everything in the paragraph seemed related to the abalone, so I will write abalone for my step 1 answer.”

“Step 2 asks me to tell about the important information about the who or what. Otter’s favorite food, rare, valuable, fishermen kill otters for eating them.”

“Step 3 is just a little bit tricky. You must write a sentence that has ten words or less leaving out details. Fishermen kill otters for eating rare and valuable abalone.”

“Now you try it with the second paragraph.”

Once they are done filling out their sheet call on various students for answers and discuss them.

“Now let’s flip over the paper and complete the second part.”

“This part is called ‘Sum it Up!’ Practicing this will make you really good at summarizing what you read. Summarizing also helps you get really clear about what you’ve just read. You will be asked to summarize in lots of classes and lots of tests, so this is important for you to learn.”

“When I am planning a quiz or a test, I have to think about the most important information that I have taught you. I only want to test you on the most important facts and concepts.”

“The 3 types of questions I ask are the same as the ones on this sheet. ‘Right There’ questions are questions that are right in a sentence or paragraph, and the answers are also right there in the same sentence or paragraph.”

“Let’s go back to our article about otters and create a ‘Right There’ question from the first paragraph.”

“I read the paragraph again and I decided that the most interesting fact to me is that sea otters only come on land when they are sick or dying. So I write the question: “When is the only time sea otters



come on land?” Then I fill in the answer which is also right there, “Sea otters only come on land when they are sick or dying.”“Next we have a ‘Quick Combination’ question. This type of question uses information from more than one sentence or paragraph. You have to combine facts from different places in the read to answer the question.”

The first sentence talks about one of the sea otters predators being man.

The second paragraph talks about man hunting the otter for fur.

The third paragraph talks about fisherman hunting the otter to keep it from eating too much abalone.

“These are great quick combination facts that I can turn into a combination question.”

“Question: What are two reasons that man has hunted the sea otter throughout history?” “Answer: Sea otters were hunted by man for their fur and are still hunted today by fishermen to keep them from eating valuable abalone.”

“I couldn’t just read one sentence or paragraph to answer this question. I needed to combine facts from three different paragraphs.”

“The final type of question is called ‘Interesting Inference’. An inference question asks you to think about what the author has said and what you know from your own experience to answer it. “

*NOTE: This example is great for 8th graders and above, because they are starting to think about driving. Use another example if this would not make sense for your students.

“Here is an example of an inference: Jan got out of the car. She was trying desperately not to cry.

Today was her 16 birthday. But now she wouldn’t get the present she wanted the most. She had passed her written exam with a perfect score. But she failed this one…”

“What wouldn’t Jan get for her birthday?”

“You see, the author didn’t actually tell you that Jan was taking her driving test, but they did give you clues. You took the clues and



your own knowledge about getting a driver’s license and filled in the blank.”



“Let’s try creating an Interesting Inference question from the article on otters.”

“When I read the article the main thing I take away from it is that the author seems to be saying that sea otters have been picked on forever. Then I think about who has been picking on them, man. Why has he killed otters? Did man have a good reason?”

“Now I begin to make some interesting inferences.”

“It doesn’t seem fair that Otters have been hunted and harassed for fashion or for eating the food they like. The ocean is their home anyway, not ours. Man needs to leave the otters alone and let them live in peace.”

“So what is a question that would get me to make these inferences?”

“Question: Has man’s killing of otters been necessary? Why or why not?”

“Answer: Man has never needed to kill sea otters. Otters were killed to make fancy coats and hats or because they stopped fishermen from making a profit. Leave otters alone!”

“Finally we can put it all together and answer the final question. Combine answers from these three questions to tell what you learned from the reading.”

“Sea otters rarely come on land because they have been hunted by man forever. Their fur has been used to make clothes and fisherman kill them for eating abalone. Sea otters deserve to live in peace.”

“You will get faster and better at doing this. Soon it will become second nature to you and you will be able to get the key information and summarize with ease.”

“Before you turn in your sheet you need to give yourself a grade. Give yourself 9-10 points if you read well, answered all the questions and stayed on task the entire time. Give yourself 7-8 points if you did well but maybe didn’t quite finish, or got off task once during reading. Give yourself 6 points if you were off task fairly often and/or didn’t get much of your worksheet done. If you have to give yourself less than 5 points you fail for that day. I expect that you will get 8-10 points each day.”



“Each day you need to put this sheet in your file folder. I will randomly check work each day to make sure you are working properly.”



What’s it About?Instructions: Choose a paragraph that you just read to answer the questions below. It works best if you choose a paragraph that confused you a little bit. Don’t forget to turn over the sheet and complete the other side!

Step 1: Name the who or what the paragraph is mostly about.

____________________________________________________________

Step 2: Tell about the most important information about the who or what.

____________________________________________________________

____________________________________________________________

____________________________________________________________

Step 3: Write a ‘What’s it about?’ sentence that is ten words or less, leaving out details.

____________________________________________________________

____________________________________________________________

Now you know what this paragraph is about!

Turn over to complete


Name ___________________________Date __________ Per _____

Book Read Today _______________________________ Pgs______

Today’s Independent reading effort score: _____/10 points

Independent Reading Work Sheet


Sum it Up!You will create 3 questions and answers, that need to explore the who, what, where, when and how of your reading today. Remember that there are 3 kinds of questions that you must come up with from your reading. They are:

1 Right There question (the words used to make up the question and answer the question are Right There in the same sentence)

1 Quick Combination question (the answer to the question is in the reading, but comes from several pieces of information from a few different paragraphs and then needs to be combined to create the answer).

1 Interesting Inference question (The answer is not directly found in the reading, instead you have to think about what the author tells you and what you already know).

Right There question ____________________________________________________

_______________________________________________________________________

Answer ________________________________________________________________

_______________________________________________________________________

Quick Combination question _____________________________________________

_______________________________________________________________________

Answer ________________________________________________________________

_______________________________________________________________________

Interesting Inference question ___________________________________________

_______________________________________________________________________

Answer ________________________________________________________________

_______________________________________________________________________

Sum up what you learned today? ________________________________________

_______________________________________________________________________

_______________________________________________________________________



PART IXMoving Between Levels and Graduation

In this section you will learn: How to determine when a student is ready to

move to a higher Lexile or Level. How to determine when students are ready to

graduate from the program What to do if students are not ready to

graduate but must leave the class or school. What to do with students who have graduated

in your class.



Moving Through the LevelsStudents will eventually need more difficult text and therefore, will need to move up within a range or, more critically, onto the next reading level (i.e. gamma to delta level). As the coach, you must always be very careful about how you do this, especially when moving up in levels, because making a mistake can cause significant problems for the student and their success.

Moving up within a LevelLet’s first look at the less critical movement inside a level (i.e. from a low gamma to a higher gamma book, etc.). Here you can be more flexible when moving a student up within a range. This is because in many books there is a variety of Lexile levels within the same read anyway, and the student does not perceive a significant difference between books within a level. We also want students to be able to choose their own reads within the program library as often as possible. It is not a big thing to tell a student, “I think the text in that book is a little too complex for you. Find an easier book for now.” Most of the time students will know this after attempting to loop in a book that is too difficult. They just need you to confirm it for them.

However, when a student moves from one range to anther (i.e. gamma to delta, etc.) the student rightly perceives that they have made significant progress. Moving up a level is a big deal and will provide significant intrinsic motivation. We want to make a big deal about it and celebrate the improvement.

Conversely, if we allow a student to move to a higher range and then discover that they really aren’t able to loop effectively in that range, the downside is two-fold. First, the student will feel a keen sense of failure. In Bust Out Reading, it is extremely important that students do not feel they are failing at any point. Not achieving exceptionality occasionally is not failure. That is why we monitor breaches, so that students do not feel that they are failing, we simply move them on to the next paragraph when they are working too hard.

Second, student motivation will plummet and they will not want to return to looping in the old range. We have seen this happen too many times, and it is a consistent response. Getting kids to come back from an improper advancement can be done, but it will take lots of effort on your part and cost valuable time for the student.

Therefore, it is paramount to make sure that students are really ready to move to the next level before they are allowed to do so!

So how do we ensure, to the best of our ability, that students are ready to move between levels?



1. Use data to drive your decision. Look at your timing sheets for the past few days. Students who are ready to move up should be consistently achieving exceptionality within 2 or 3 loops at the most. Consistently means over at least 3-4 sessions and in at least two books rated at the same Lexile range.

2. The student is only taking 1-3 minutes between exceptional reads on the Coach Looping Log.

3. Have the student cold read a couple of paragraphs. There will be miscues, but there should be few of them. The read should sound nearly exceptional.

4. Check for motivation and how often you have to use interventions. There should be no interventions for understanding exceptionality. Most of the interventions you should see are for vocabulary acquisition.

5. If these are all affirmative, then it is time to check your instinct. Does the student just seem ready to move up?

If the answer to most or all of these qualifiers is yes, you can complete a final check. Take a book that is in the next Lexile higher and have them loop it. You need to get the book not the student. The Lexile should be 25-50 higher than the book the student was looping in. Tell the student that you are not going to move them up until you are sure that they are ready. Warn the student that they will need to do 7-10 loops in the new book to achieve exceptionality. Have the student loop at least 2 paragraphs.

If they are able to achieve exceptionality without breaching, congratulate them publicly. Stop the class and announce that they have moved up to ___(new level)__ and shake their hand. Have them fill out their old tracking sheet and get a new Daily Tracking Sheet.

If a student does not seem quite ready at the higher range, tell them that they are doing a fantastic job and are very close to being able to move up. Restate how important it is for them to really be ready in order to keep their success going, and you will check them after two more sessions.

There are rare exceptions to this standard. Sometimes a student will refuse to work unless they are allowed to move up. This is your call. If they are fairly close then it might be ok. Warn them that if they are not achieving exceptionality within 10 minutes, twice in one day that you will have to move them back. We strongly discourage you from prematurely moving student up in range. It almost never works out.



Progress MonitoringSometimes reading ability standards are arbitrarily set according to the specific improvement targets or other needs of a school or district. Students may not be able to stay in the program until their reading symptoms are completely eliminated due to scheduling or academic credit conflicts. However, we strongly encourage the following program exit standard, while remaining realistic about the realities of school policies and procedures.

In Bust Out Reading, the term graduation has a specific meaning and standard attached to it. To exit from the program, the student must read at the 50% on a norm-referenced timed, oral reading fluency (ORFM) measure at their grade level (or 8th grade if that is the highest the ORF goes). They most also pass a norm-referenced comprehension measure at grade level. We currently use easyCBM benchmarking and progress monitoring measures developed by the University of Oregon. It is important to note that our in program exceptional standard is actually more stringent that most ORF measures (e.g. many ORFM state that only a pause of 3 seconds is counted, whereas Bust Out Reading counts all pauses that are not of appropriate length).

If you don’t have access to these measures, there are many ORF measures available that have been normed and validated. Further, we encourage you to uphold an program exit standard that also means:

Students read with exceptionality all the time. o Text deviations that do not change meaning do not count against

the student.o Neither do miscues due to pronouncing proper nouns or

unfamiliar, complex vocabulary. The reading must be smooth and properly paced throughout. The student must demonstrate competence, complete fluency,

comprehension and comfort with text.

When should the student be considered for Program Exit?A standard scenario would be a 9th grade student who is able to half-page silent loop in 1100 Lexile, and who consistently achieves exceptionality with just one loop would be considered for exit. Once the student can demonstrate this reading capacity with at least three different books over the span of 8-10 sessions, it is time to prepare for a check for program exit.

Even exceptional readers make mistakes and have miscues, but that is just the point. The student should sound like an exceptional reader. They should



be reading confidently and comfortably at all times. Improper text deviations should be nonexistent. Appropriate text deviations are allowable.



Preparing to Test for Program Exit Method 1 (week 1)

1. For Epsilon and Theta range students, begin with ½ page silent looping once the student is reading with exceptionality consistently paragraph by paragraph. Continue looping this way for at least a week (two is better).

2. Provide at least two additional opportunities during class for the student to cold-read in half page chunks. These should be exceptional or nearly so each time.

3. You should rarely hear miscues other than vocabulary acquisition or proper nouns, and even then students should be able to properly pronounce these words.

4. Comprehension should be checked after every half page read, including inference and synthesis questions, and the student should be accurate (8/10 correct answers). Comprehension should not just be retelling as this is only one component of comprehension.

5. You should almost never hear improper text deviations, and if there is one, the student should catch it immediately.

If the student is successful with all of these factors, proceed to testing for program exit.

Preparing to Test for Program Exit Method 1 (week 2)This method simply uses the combination of ORF and Comprehension measures to validate an exit from Bust Out Reading.

IMPORTANT: do not tell students that you are checking for a program exit! If they do not qualify, it can be very difficult to get them to re-engage with their normal classroom activities.

1. Tell the student that they are doing very well, and that you want to check their reading progress.

2. Separate the student for testing.3. During the second week (if ½ page silent looping is going smoothly),

give the student a validated ORF assessment at the student’s exit range. If they pass the measure, then give them a comprehension assessment again at their grade level.

4. If they pass the validated comprehension measure, they may exit the program.

Preparing to Test for Program Exit Method 2If you do not have access to validated ORF measures, and/or comprehension measures, use this alternative exit test method.



1. Separate the student from the other students.2. Have students read the Leveling script that is appropriate for their

grade level. (e.g. 8th grades read the Delta script or 9th graders read the Epsilon script) just as you did when assessing their reading at the beginning of the program.

3. Have them read the passage. The reading should be smooth and properly paced. There can be appropriate text deviations (deviations that do not change the meaning), but no inappropriate deviations (deviations that change the meaning of the text). They may have one or two very minor symptoms, pauses are the typical problem.

4. Again, the reading just needs to sound completely fluent and comfortable.

5. Ask the student to tell you the main point of the text. Ask them to retell and then at least one inference and one synthesis question. They need to clearly demonstrate that they understood what they read.

6. If they meet the above described criteria, test them again with a different piece of text from a book at their current reading level at the next session to verify your results.

7. The passage should be about 300 words. It may even be beneficial to have another coach conduct the second test.

8. Once they have been verified they may exit Bust Out Reading!!!!

If they are very close but do not pass, wait a day or two and then test them again with a different piece of text. Do not have them re-read the leveling script as a second re-reading will cause inaccurate results.

If they do not pass the second time keep them in ½ page looping for a week and then check again.

Younger Student Graduation LevelsStudents who are younger may graduate when they can read without error (as stated above) at their grade’s Lexile level. For example: a 4th grade student would graduate in the Gamma level if they can pass a 300 word read at the 800 Lexile level.

6th -7th graders would graduate from Delta 8th and 9th graders could graduate from Epsilon 9th -12th graders would graduate from Theta

Keep in mind that that 9th and 10th graders would exit in a Lexile range of 1125-1150. But there may be students who want to continue on to higher Lexiles. This should be permitted as long as they continue to progress. Once they stall, they should exit at the Lexile just below where they stopped progress.



Cognitive Capacity Limitations as Applied to Program ExitingIn Epsilon and Theta, assess what the cognitive capacity of the student is. Some students may (especially 8th graders), graduate in high Delta level. However, if they are progressing easily, keep them going in looping. Most 8th

and 9th graders can read low Epsilon with vocabulary acquisition the main obstacle. Additionally, there may occasionally be a student who has an IEP (Individualized Education Plan), who may need to exit in a level significantly below their grade level. Check with certificated staff or with the student’s IEP case manager if you feel that a student might have a lowered cognitive capacity. Students can only graduate in the level of their cognitive capacity.

Once a student exits, they may independent read or help to run a group (the latter only with older students).

Data TrackingData is the only way to validate Bust out Reading’s efficacy. Principals and other district administrators will want to know if the program is working and they will expect to see outcome data proving this. Therefore, it is critical to track our results in order to gain continued support.

The most important outcome data is showing how many Lexiles students have moved in a quarter or semester and then convert this into grade level advancements. We like to put this and progress monitoring testing results onto one spreadsheet where it can be easily accessed. We also put state testing and outside validated results on the same spreadsheet.

We will provide the template spreadsheet for your convenience. It is easy to use, but we will provide training. As part of your use agreement, you and your school agree to provide program outcome data for our use. Any results directly tied to a specific student will be kept strictly confidential.



Confidentiality AgreementBust Out Reading is a program that is still being developed, revised,

and expanded. It is still in the research and development phase. You are now a part of the development of this important literacy intervention. It is not intended for public sale, publication, examination, use, or comment at this time except with the express written authorization of the author. This manuscript is not to be copied, loaned, shared, or otherwise distributed in any way, with anyone outside of the Shelton School District. Additionally, use of this proprietary program is granted solely by permission of the author to selected faculty of the Shelton School District for the sole purpose of program development and education of Shelton School District students. Finally, the undersigned agrees to return the entire manual and all copies of program elements such as leveling scripts, worksheets, etc., when requested.

By taking possession of this manual and signing below, I agree to the terms stated above:

____________________________________________Signature Date

____________________________________________Print Name

____________________________________________Authorization for Use Date



PART X

Forms and Worksheet Masters

These documents are conveniently located in this section. Permission is granted to reproduce all of these resource sheets

for use in Bust Out Reading Programs only.



Sea Otters Sea Otters almost always stay at sea. They have learned to fear the shore. On land they would face many predators including man. In the ocean they can swim fast and hide in kelp. Sea otters land themselves only when they are sick or waiting to die. Healthy otters never leave their beloved ocean home. Man has hunted the otter for its thick, luxurious fur for centuries. They used the fur for making fancy hats and expensive, warm coats. Otter fur was considered the height of fashion during much of the 19th century. Everyone, it seemed, wanted a garment made from sea otter fur. In fact, humans nearly hunted sea otters to extinction in order to meet the demand from wealthy customers. Thankfully, today the otter is protected by federal law and is no longer in danger of extinction. However, there are still those who kill sea otters illegally. Some fishermen kill otters to stop the creatures from eating valuable shellfish stocks. This is because the otter’s favorite food is the abalone. Abalone is very popular and rather hard to find. Seafood markets are willing to pay high prices for them, so fishermen don’t want to share such a valuable catch with the sea otter.



Coach Name ____________________________________ Period _______________


Remember to circle anytime a student loops 10 without exceptional. This is a breach. If students breach more than 2 times in a session, they need an easier book in the range.NAME Mp3 Time TT

NAME Mp3 Time

TT


Coach Looping LogDouble side copy with Intervention

Log


Intervention LogGroup 1 Name Intervention Intervention

Group 2 Name Intervention Intervention

Notes ___________________________________________________________________________

________________________________________


Double side copy with Coach

Looping Log


Bust Out Reading Text LevelsNow you can level students to find their initial set range. Each Greek letter denotes higher or lower Lexile complexity.

Level Symbol Lexile Range Grade Level Equivalent

Ά (Alpha level) 25-325 1.1 – 1.9

β (Beta level) 350 - 525 2.0 – 2.9

Γ (Gamma level)

550-800 3.0 – 5.0

Δ (Delta level) 825 - 1025 6.0 – 7.8

€ (Epsilon level)

1100 - 1125 8.2 – 9.5

Θ (Theta) 1125 - 1300 9.5 – 12.5



What’s it About?Instructions: Choose a paragraph that you just read to answer the questions below. It works best if you choose a paragraph that confused you a little bit. Don’t forget to turn over the sheet and complete the other side!

Step 1: Name the who or what the paragraph is mostly about.

____________________________________________________________

Step 2: Tell about the most important information about the who or what.

____________________________________________________________

____________________________________________________________

____________________________________________________________

Step 3: Write a ‘What’s it about?’ sentence that is ten words or less, leaving out details.

____________________________________________________________

____________________________________________________________

Now you know what this paragraph is about!

Turn over to complete


Name ___________________________Date __________ Per _____

Book Read Today _______________________________ Pgs______

Today’s Independent reading effort score: _____/10 points

Independent Reading Work Sheet


Sum it Up!You will create 3 questions and answers, that need to explore the who, what, where, when and how of your reading today. Remember that there are 3 kinds of questions that you must come up with from your reading. They are:

1 Right There question (the words used to make up the question and answer the question are Right There in the same sentence)

1 Quick Combination question (the answer to the question is in the reading, but comes from several pieces of information from a few different paragraphs and then needs to be combined to create the answer).

1 Interesting Inference question (The answer is not directly found in the reading, instead you have to think about what the author tells you and what you already know).

Right There question ____________________________________________________

_______________________________________________________________________

Answer ________________________________________________________________

_______________________________________________________________________

Quick Combination question _____________________________________________

_______________________________________________________________________

Answer ________________________________________________________________

_______________________________________________________________________

Interesting Inference question ___________________________________________

_______________________________________________________________________

Answer ________________________________________________________________

_______________________________________________________________________

Sum up what you learned today? ________________________________________

_______________________________________________________________________

_______________________________________________________________________



Student Reading LogNAME _________________________________________ PER______

Level ________ Book Title ____________________________________

Date

Day Pg. Track Number Start

Track Number End

How many exceptional paragraphs?

Student self-score

Coach score

MonTuesWedThurs Fri

MonTuesWedThursFri

MonTuesWedThursFri

MonTuesWedThursFri

MonTuesWedThurs


Reminder: get a new log sheet each time you change books and put the old one in your file folder.


FriClassroom Data Tracking

Collection Period _____________________ Class Period ______

Instructions: Fill in each student’s name, their reading level at the beginning of the data collection period, their level at the end of the collection period, total minutes looped to the nearest 5, and for the last column, divide the total minutes by 60 to get total hours tutored. Add up the total hours for the class totals at the bottom.

NAME Start Level

End Level Total Minute

s

Total Hours

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17


Double sided copy


18

19NAME Start

LevelEnd Level Total

Minutes

Total Hours

21

22

23

24

25

26

27

28

29

30

3132

For level totals, just add up how many student moved up one or more levels.

Copyright Shelton School District 2008-2010. All Rights Reserved.

TOTALS

124

Double Sided Copy


NAME ______________________________________

Date of Testing________________ Period _________

Student’s Initial Reading Level __________ Date ____

Student’s Exit Reading Level ____________ Date____

Total Time In Program _________________________

Reason for Exit ______________________________

Level Movement Tracking

Lexile Start

End

1300125012001150110010501000950900850800750700650600550


Student File Level Tracking Sheet


500450400350300250



Coach Looping Log Alternate Format

Coach Name________________________________ Period_____________


Remember to circle anytime a student loops more than 10 minutes. This is a looping breach. Stop the student and move them on to the next text chunk. Two looping breaches in the same period means the student needs to move to an easier read. (Alternate format thanks to Tracy Lusby)

Name Score

Time1

Time2

Time3

Time4

Time5

Time6

Time7

Time8

Time9

Time10

TT

Name Score

Time1

Time2

Time3

Time4

Time5

Time6

Time7

Time8

Time9

Time10

TT


Coach Score

Make a tick mark for every loop completed How many exceptional reads?

Student Score

Student Daily Looping Journal Date:



1-3 sentence summary of what I read today:

Today’s Ending Track Number ___________ Ending Pg. # _____________

Vocabulary Word 1Meaning:


Make a tick mark for every loop completed How many exceptional reads?

Student Score Coach Score

1-3 sentence summary of what I read today:

Today’s Ending Track Number ___________ Ending Pg. # _____________



Date: Student Daily Looping Journal


The Picnic

Mark and Bill went to have a picnic.

Mark and Bill swam first.

They left their food out.

When they got back, the food was gone.

Animals had eaten it all.

No picnic for Mark and Bill!


Copyright Daniel Kass 2008

Alpha Level


The Movie Theatre

Julie walked into the movie theatre with her friends. They were all giggling and

talking. They were best friends. First, they stopped at the snack stand. Each girl

chipped in some money. Julie got a big bucket of popcorn. The girls would all

share it. Her friend Beth carried a huge cup of lemonade. They would all share the

drink too.

The girls continued to giggle and laugh as they walked down the hallway. Their

theatre was number eight. They were so loud that people were looking at them.

They walked into the darkened theatre. The girls didn’t really notice that the show

had already begun. They were having too much fun.

Beth took a big gulp of the lemonade just as Julie made a joke. Beth laughed so

hard, lemonade shot out of her nose! Everyone stared angrily at the laughing girls,

and they were quickly escorted to the lobby by the usher. Luckily, they got to keep

the snacks!



Beta Level


No School for Kina

Kina lived in a village in Africa. The village stood next to a wide river. Two

hundred people lived in her village and farmed the land around it. Kina’s father

hunted food in the rain forest. He was a very nice man and very handsome. Her

mother planted and tended the crops in the fields. Her mother was beautiful and

kind and always laughed at Kina’s jokes.

There was much work to be done in the village and everyone in the village did

their share. Kina had important jobs to do, and she always helped out as much as

she could. She worked very hard, but she did not go to school. Her father couldn’t

afford to send her. He had to use his money to buy seeds and other supplies to

support his family.

At night, she would lay staring into the starry sky. She would dream of sitting in

the village school, reading words on the big black board in the front of the room.

She dreamed of reading books and learning how to count. Kina would dream so

hard that sometimes it would almost feel real. Then she would wake up and go out

to do her chores.



Gamma Level


THE ROOKIE COP

The police officer rushed out of the station, quickly scrambling into his squad car. The alarm blared from his walky-talky as he slammed the door shut. “Attention all units, there is a bank robbery in progress”. This was his first day on the job and he was already facing a big bust.

According to the bulletin, a masked robber had entered a bank and was demanding a

large sum of money. Apparently a witness had just seen the man threaten several victims with a loaded weapon. If he hurried, he might be able to catch the thief before the thief could escape. The tires squealed as he pushed the gas pedal down to the floorboard, and he drove to the bank. The front door stood open, and a tall, muscular man stood there looking directly at the officer, his face concealed by a black ski mask.

The officer stopped the car, leaped out and ran to arrest the thief. As he approached the suspect, the officer noticed that the robber was not holding a gun, but holding a brightly colored sign. Suddenly the robber pulled off his mask and smiled. It was his captain! The captain held up the sign which read “Welcome to the Department!” Several other police officers appeared, and they all began to sing “For He’s A Jolly Good Fellow” to the rookie.


Copyright Dan Kass 2008

Delta Level


The Miracle of Modern Drugs

Doctors sixty years ago could do little to help victims of polio. Each year, 3000 to 5000 people fell ill with the dreaded disease. Serious cases usually ended in death. In 1955, a drug was developed that prevented the disease. Today, polio is no longer a major health problem. Other modern drugs can prevent or cure many illnesses that once caused disability or death.

The life span of an average person has increased from 47 years in 1900, to an average of 72 years today. Much of the credit for this amazing progress in extending human life can be given to modern drugs, and improvements in overall modern medical care.

Many of the most important drugs doctors prescribe today have been developed in the last 25 years. Modern drugs are complex, specific, and powerful, treating a wide variety of human and animal sickness. Because of their power and variety, patients need to know about critical drug information in order to use these medications safely. While powerful drugs can save lives that would have been lost only a few decades ago, they can also harm or fail to help the careless user. Pharmacists are highly trained professionals who study the vast variety of modern medicines and understand these chemical’s complex interactions. Most dangerous medications must be administered by a licensed pharmacist after being duly proscribed by a physician.

Early people discovered, most likely by accident, that some of the plants growing around them seemed to be useful to heal sores, relieve pain, or even cure disease. These plants were essentially the human race’s first medical drugs. Like early people, modern societies use drugs to get different results. Some drugs attack the organism that causes a disease, while others simply address the symptoms of an illness, but do not actually heal the patient. Still, modern prescription drugs remain one of the most important life-extending aspects of modern medicine.

Copyright Shelton School District 2008-2010. All Rights Reserved. 133Copyright Daniel Kass 2008

Epsilon/Theta Level


PART X

Program Bibliography



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Anderson, B. (Jan 1981) The missing ingredient: Fluent oral reading. The Elementary School Journal, v81, p 173-177.

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Boomer, R. (2006). Reading with the mind’s ear: Listening to text as a mental action. Journal of Adolescent & Adult Literacy, 49(6), 524-535.

Brazo, W. G., & Flynt, E. S. (2007). Content literacy: Fundamental toolkit elements . The Reading Teacher, Vol. 61(2), 192-194.Brualdi, A. (1998). Implementing performance assessment in the classroom. Practical Assessment, Research & Evaluation, 6(2). Retrieved from

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Christian, D. (1997). Vernacular dialects in U.S. schools. Cal Digest, (May), 43-44.

Cochran-Smith, M. (1995). Color blindness and basket making are not the answers: Confronting the dilemmas of race, color blindness and language diversity in teacher education. American Education Research Journal, 32(3), 493-522.

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Conflict Research Consortium (1998). Inaccurate and overly hostile stereotypes. Retrieved from International Online Training Program :

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