Page 5 - Arizona MOWR Solutions

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TIER II—Targeted Intervention, Grades K–2
iRead®
Ensure all children read pro ciently by third grade
with systematic foundational reading instruction.
iRead® is a digital foundational reading program that provides prevention, intervention, and acceleration to close the reading achievement gap. Beginning with alphabet knowledge, print concepts and phonological awareness, iRead personalized software progresses towards increasingly complex skills in word recognition, spelling, and uency to ensure all children master the critical foundations of reading.
The instructional design of the student software is powered by Dr. Ted Hasselbring’s FASTT (Fluency and Automaticity through Systematic Teaching with Technology) algorithm which continuously monitors performance and customizes the pacing, instructional load, and content for each child, ensuring the time on task is 100% optimized.
MODERATE EVIDENCE-BASED RESEARCH
iRead was developed with the expertise of nationally recognized researchers and practitioners in foundational reading, leveraging the best thinking and research in education, cognitive science, and gaming theory to place all K–2 students on a predictable path to reading by third grade. Dr. Marilyn Jager Adams led the development of the program’s phonics and foundational literacy instruction. Dr. Ted Hasselbring guided the development of the program’s adaptive technology and cognition. To review research reports, visit www.hmhco.com/iread.
ASSESSMENT AND PROGRESS MONITORING
Embedded diagnostic and continuous assessment is one of the de ning features of iRead. Software-based assessments provide real-time data about children’s skill development and include formative assessments, diagnostic assessment, progress monitoring, and informal assessments.
Additional resources provide one-on-one opportunities for teachers to observe children’s skill development rsthand and diagnose areas of di culty. One-on-one assessments include a print concepts survey, phonological awareness assessment, oral uency assessment, spelling inventory, reading interest surveys, observation checklists and notes, and student portfolios.
FLEXIBLE IMPLEMENTATION
iRead is designed to signi cantly boost the e ectiveness of any core reading program. Teachers
FREQUENCY AND DURATION
Minimum 15–30 minutes, three to ve days per week
IMPLEMENTATION SETTINGS
Learning/technology centers, extended-day settings, summer school, resource rooms
PROGRAM COMPONENTS
The iRead program includes the following components:
Student Materials
• iRead Screener
• iRead Student Application • iRead Family Portal
Teacher Materials
• HMH Teacher CentralM
• Professional Guide
• Data and Analytics
• Interactive Learning Tools
• Targeted Lessons for Di erentiation • Downloadable Assessments
• Resources for Learning Centers
• eBook downloadables for guided and independent
practice
• Family Letters
PROFESSIONAL LEARNING OPPORTUNITIES
• Teacher In-Person Training
• Webinars
• Independent and Team Coaching
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1. Downloadable book for written response
1. Downloadable book for written response
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RELATED BOOKS
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•How Do Dinosaurs Count to Ten? by Jane Yolen
•Harry and the Bucketful of Dinosaurs by Ian Whybrow
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Look out for falling fruit! This classic calypso song is retold and illustrated. The
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Roster & Enrollment
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get into the treehouse.)
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Vocabulary
Use a Concept Map (iRead Downloadables) to record things that are straight. Power Words
• Level C correlates to Grade 2 standards
Writing
End-of-Year Benchmark Mid-Year-Benchmark (Topic 27 - 29)
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10:36 AM34.1 34.1 34.2
36.2 38.5 39.1
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Welcome, Kimberly Gomez
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1A
SCREEN NUMBER
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