Page 8 - FL iRead ELs and Newcomers Brochure

rade 1
ed Learning Plan
Karlin
PURPOSE
Monitor skills children have mastered and identify groups that
are not making adequate progress Administrators can view view a a a a cross-class overview of children’s progress through the iRead Instructional Software and identify skills children have mastered sing at
at
grade-level expectations Support Tanisha’s progress toward mastering key g skills with the iRead resources below Skills Mastery Report SCHOOL: The Lincoln School
Time Period: 01/06/14 – 09/26/14 1
UNIT SKILLS
1
Uppercase Letter Recognition
2 Lowercase Letter Recognition
3 Letter Sounds
4 Introduction to Blending and Segmenting
5 RanedacFtinvatleCConVsCosn aRnetsad Words With Blends 6 Consonant Digraphs and Multisyllable Words 7 Long Vowels (VCe)
8 Long Vowel Digraphs 9 r-Controlled Vowels 10 More Multisyllabic Words 11 Diphthongs and Variant Vowels 12 Short Vowels Reactivate and Extend
13 Long Vowels Reactivate and Extend
14 Reactivate Diphthongs and Variant Vowels 15 Reading & Spelling Challenges
Level B Average % Complete Session Time 70%
Average End of GradeA1verage Daily Use BenchmarSkePsrsoiognressPser Week
21 min 5 RecoInmitmiael nSdceredener WeeklyPlUascaegmeent
On Grade Level GROWTH
LEVEL
A B C KEY
Above grade level On grade level Below grade level Far below grade level Purpose:
This report shows children's progress through the iRead Instructional Software and details skills mastered Note that
children in a a a a a a a a a a a given unit have demonstrated mastery of prior skills Printed by: District Administrator iRead Professional Guide
ort with the the the skill(s) skill(s) below Reteach these skill(s) skill(s) using the the the suggested lessons STATUS
STUDENTS IN CURRENT UNIT 19 (58%)
1
(3%)
1
(3%)
1
(3%)
1
(3%)
1
(3%)
1
(3%)
1
(3%)
1
(3%)
1
(3%)
1
(3%)
STATUS
STATUS
ali
Text
g Level: H SCHOLASTIC | iRead > > Planning Space > > Groupinator WORKFLOW
Exemplars
brain paint rain rain tail day gray play say
Lesson
Long Vowel Spellings: /a/ brain Long Vowel Spellings: /a/ play < Comprehensive Analytics to Track Performance
Teachers can measure skill development monitor progress identify areas of need d d the the the skills skills below Practice these skills skills using the the the suggested lessons Exemplars
boat coach float goal
bowl grow low show Lesson
Long Vowel Spellings: /o/ boat Long Vowel Spellings: /o/ snow
1
(3% 1A
(ROUND 5 / DIRECTION A)
Success eBook eBook below Have him/her practice reading the the eBook eBook or other member or or tutor 4 )
(EnTrotlaleld==336 )
Review Texts
32 2 2 We Play 32 1
Rain
Practice Texts
31 1
1
What Did They See?
31 2 Green Beans and Other Silly Poems 31 3 3 Goat and Toad 31 4 Bo’s Bows
CRheiald’isngGuLiedvedl
I LDeRvAel
16
1A
(ROUND 5 / DIRECTION A)
Welcome Christine Braco | | | | y y Settings | | | | Gateway | | | | Notifications | | | | Log Out Welcome Christine Braco | | | | y y Settings | | | | Gateway | | | | Notifications | | | | Log Out oring Tanisha’s fluency using Software eBook recordings and s USING THE DATA
ent Series 31 CHOMP!
Score
Identify groups that
are not making adequate progress and may require additional support or or resources Investigate any significant differences between the the the number number of of of students students using the the the software and the the the total number number of of students students enrolled Page 1
1
of 1
1
Select Student
4: Proficient Fluency
40 WCPM --
Printed on: 08/26/14 v 1
1
7 Bread > Crumb
11:08 AM
Student
Data and Instructional Planning PROGRESS MONITORING AND DIFFERENTIATED INSTRUCTION
2A
iRead equips teachers with everything they need to di erentiate instruction and and ensure English SCREEN NUMBER
SCREEN NUMBER1A
Home > Groupinator Groupinator®
Assessments and Data (ROUND 9 / DIRECTION A)
learners master the foundational reading reading skills that
lead to pro cient grade-level reading reading 142
KGomez KGomez iRead iRead Grade Grade 1
1
KGomez KGomez iRead iRead Grade Grade 1
1
Skills Mastery Report 134-145_iRead_PG_Reports
142
9/21/15
DATA
Home > Groupinator Groupinator Follow-Up:
2 GRADEK3
GRADE1
STUDENTS IN CURRENT UNIT 2 (6%)
1
(3%)
2 (6%)
2 (6%)
15 (47%)
1
(3%)
1
(3%)
1
(3%)
1
(3%)
1
(3%)
1
(3%)
1
GRADE2
STUDENTS IN CURRENT UNIT 2 (8%)
1
(4%)
2 (8%)
2 (8%)
2 (8%)
1
(4%)
2 (8%)
1
(4%)
1
(4%)
1
(4%)
1
(4%)
7 7 (27%)
)
1
1
1
(3%)
(3%)
1
1
1
(3%)
(3%)
1
1
1
(4%)
1
1
1
(3%)
(3%)
1
1
1
(3%)
(3%)
1
1
1
(4%)
SCHO 1
(3% 1
(3%)
(EnTrotlaleld==3233 )
SCREEN NUMBER
WORKFLOW
Bread > Crumb
SCREEN NUMBER
(3%)
STIC | iRead > > Planning Space > > Groupinator (EnTrotlaleld==2627 )
1
(4%)
LA and build a a a a a complete picture of each child’s
performance and participation Strategic Grouping for Di erentiated Instruction > NOTES:
The Groupinator®
dynamically assigns children to to skill-based groupNsOTfEoS:r small-group di erentiated instruction Data-driven lessons are recommended for each group to ensure that
children receive instruction for the the skills they need to accelerate learning Current Topic Cycle
November 26 2012
The Chopping Block Inc • Other Long Vowel Lessons targeSptellinsgsk: ayills thaCtarteEr Mnarcgus 33 2r
Home DATA
Home Performance
Performance
Current Topic Cycle
PERSONALIZED TEACHING PATH
READING GROUPS
Student
Name
ClassAnalytics Favorites Student
Analytics MANAGE CLASS
Class Profile
Roster & Enrollment Student
Profiles
Class Setting Student
Digital Portfolio
Park KatheHrine nderson Ke27l l4y
TOOLKIT
GroupinatorTM
0 • • Know the the the sound-spelLlinegsson A: • • Point to to the the the cRoondsroignuaenzt dAigllaranph 31 2 Lessons Resources
Interactive Learning Tools Favorites MANAGE CLASS
Class Profile
Roster & Enrollment Student
Profiles
Class Setting Student
Digital Portfolio
2 27 1
IWB Select Mr Sounders and Consonants /sh/ shark (voiceLdEAaRnNdINuGnTvAoRGicEeTd) GROUP Class Analytics Student
Analytics TOOLKIT
GroupinatorTM
L H son Kel
ly 19 4 DONE
Current Topic 18 4 19 4 SCHO | iR d d e:
W W Lessons Resources
1
Interactive Learning Tools from LmesesosnaAi:d us • Consonant Digraphs: th Block Zoe Conyer Ray
27 4 Groupina ®
r Skill-Based G G McG
arra
h Nelson 31 6 can be ac TM
Lesson
A: We lCeahrnuend thSaot tfhieatwo letters s-h make the the the /sh/ /sh/ sou3nd2 7 LA ST IC t J
a1r9r6e)
avie
r 1
ead > Pla u n d ( Bp See ScholasticCentral Targeted Lessons for Scaffolded Support 34 nning Sp acFeoll>o
PERSONA TEACHING PA D GROUP LEARLENAIRNIGNG TARRGEGT ETStudent NSamteudent NaCmurrent Topic GROUP 2High-FI(vnoritieicaeql/dFuaineadnluDncivgyoraicpWehd)tohrds: Billingsly Chandra 27 27 1
M correspondence for a and ask children to say
the sound and read the word 1
3 IN UTES
consonant digraph • Look Read: -ed (with doubling)
PER PER o GROUP LEARNING TARGET
Current Topic 1
Conyer Ray
18 4 t SO SO ROUTINE4Lesson A: A: Lesson
Lesson
A: A: 3 Connect letters and sounds •G
ive ch ildre NA NA f I UPS
LIZED LIZED LIZHigh-Frequency Words:
E
rom es EnA
T me said us T Lesson
B:
• Site Word Memory
H • See It It It Say It It It Spell It It It en der son A: Michaels Eric 22 3 Long a a (ay)
Moore Simone 32 2 2 with two lette•rsD (Feocrot•cdDh ecinodWdiecoaWtroerdthsree letters )
• Pronounce the sound and have children repeat it two times chorally • Play the the Articulation Video and describe the the together say
/sh/ We’re going to to to learn to to to read words with s-h Glass Lwohuicsha says /sh/ /sh/ 34 1
We make the /sh/ sound when we want someone to be quiet Let’s whisper the sound /sh/ /sh/ /sh/ (/sh/) (/sh/) Again (/sh/) (/sh/) When you you make the sound /sh/ stick your lips out and softly
• Word Sorts
cessed di tly
from SAM
sound and read the word (Use three fingers for tch )
•W
with aq
rap up uick
revie
-s wG rthoiusproi
o nuLatinteoer
1A
swisthoD
n e e e c oB
w of the s pel ARGET
Learning OutcomeEnding -ed (withMdounbiltiongr)LeaBraniinnesg Max 30 3 3 3 Cruz Alexa 31 3 3 ScholasticCLeEntrAalRLTaeNrsgsIeotNendBGL:esTsoAnsRGET McGarrah Nelson 31 6 GROUP • • Word Sorts
• • • /ch/ cheese catch (trigraph) • • • /th/ this feather • • • • /ng/ ring Initial/Final Dig• r/aw/pwheetlh
Student
Name
rd s s d-b
: Soun y-So
ling W together one more time really quietly (/sh/) R E
A Gutierrez Christina
26 4 D NG GRO LessoLDenescsoAdne:BW:ords Smith Tyrone De3codingandSpelling DONE
• • • See It It It Say It It It Spell It It It R 0 1
Student
NamGeutierrez CuhrreinsttTionpaic
C o o o o n n n n s s s s o o o o n n n n a a n n n n L L t t e e e Ds s s s s i i Log r r a a BN p h s s s s 22 3 26 4 Current Topic Billingsly Chandra Student
NamBelock ZoIWeBCSuerlreectnMt rT oSpoiucnders and Consonant Dig2rap7h s4 I:NG GROU•PSite Word Memory
Michaels Eric MODEL LESSON: /sh/ shark Chun Sofia 32 7 • • Cons•oOtnhearnLotngDViogwreal phs: th th Park Katherine 27 4 1
Say the the sound Spellings: ay ay Carter Marcus 33 2 2 • • • TellchildrentLhaettshesyLoweinlslsleoBanrn:Ba:boutsoundsspellBeadrret SJoamviSermsouitnhds aTreywroritnteen3w4i t1htwoletters Letterssandh30 1
1
mouth poGsRitOioUnPwhen LyoEuAmRNakIeNGtheTAsoRuGnEd T T T LEARClNoseIdNSyGllabTlesARRevieGwET Martinez SFetrnuandoent Nam3e4 2 Current Topic GROUP 5 2 2 Identify the soundLienswsoonrAd:s Karlin
Tanisha 36 4 4 3 Student
Name
Current Topic (ROUND 5/ DIRECTION A)
• Decode Words may need most from the common digraph /sh/ to multiple meaning words and word word analysis 5 Ungrouped Students
Groupinate
188-189_iRead_PG_T5 indd 189 189 4/16/13 3:21 PM GROUP LEARNING TARGET
Student
Name
Current Topic blow air What sound? (/sh/) • • Introduce theEpnhodnienm•giCSclpo-aosewte daSrpSel(yintwlle aRsbieslteahwsd:adrmo-upbalnind g)
Let’sBpalaiynaeso uMndagxame! Listen carefully while I I I say3w0or d3s
so : nB
Lesrouns
p p p Le o o Miller Serena 38 5 explain how to listen for the the sound sound in in words with the the sound sound /sh/ LessoLenssoAn :B: Starns LTiasnteiRan:osdhoreig Huoeldzu pAylol3ua9rn 1thumb if if /sh/ /sh/ /sh/ is is is the the the the beginnin3g1 2 • • Say several words wit•hDtehceodsaobulensd and ask children to show thum•bsLforobke giRnneinagdso:u-nedds and and pinkies for for ending soun(dws it(Fhordnog utcbhl ianngd)wh point out that
n-g and and tch occur at
at
the ends of words and and w-h occurs UatnthgerobuegpienndinSgtoufdweonrdts )
sound sound Hold up your pinky if /sh/ is the ending sound sound I held up my thumb because the word shoe begins with /sh/ Now Cruz Alexa 31 3 3 ss you do it Listen: push shop show fish dash shine n n an
ac Direct Instruction Video Encourage children to thumb up up up every time you see the sh sh spelling for /sh/ Sing
tive Groupinate
Clear Grouaplosng| R(eWset’rGergooupnsna need twoS tawvoeletters Not one but two two lay sing along with the ditty if applicable the Watc
h h this video
about the sound /sh/ Listen and put your view ing ta sk and p p Quick and easy to to to to to implement each lesson two two letters letters Put them together It takes two two letters letters to to to make GROUcPonsonant digraph spelling (trigraph for tch) oneSstoundde: /nsht/ sNharkm/ceh/ cheese /th/ thumb )
)
Current Topic Central ners • Display the the kLeyEwoArdRanNd iImNagGe aTndAunRdeGrliEneTthe
• Po The two letters s-h make one sound /sh/ as in shark What 4 int to ongan
finger s the c Lonosn
at
d d d ( i ga r ya p )
h h ( t t w o o ?
rec ound so together) in in words and and ask children to to say
the the the What What sound sound Ollie? (/sh/) (/sh/) What What word? (shop)
und (/sh/) hat
tw Moore Simone 32 2 2 o o letter s?
(s-
h) Wh at
sound? (/sh/) Now le Glass Louisa
34 1
Instr ces 1
9 lish lea uctional Strateg SCREEN NUMBER
ies an
t’s say
it d d Practi 8 8 8 89 November 26 2012
The Chopping Block Inc Closed Syllables Review Martinez Fernando Karlin
Tanisha Miller Serena Starns Tania
Clear Groups Groups | Reset Groups Groups 34 2 36 4 38 5 39 1
Lesson
A: • Spot Split Read: Closed Syllables Lesson
B:
• Decodables
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