Page 48 - Initial Draft SR Booklet 74 pages

• • Structured Structured practice practice with with sentence sentence frames frames for for using using new new academic academic and and domain-specific domain-specific vocabulary vocabulary in in in in in in • • Structured Structured practice practice with with sentence sentence frames frames for for using using new new academic academic and and and domain-specific domain-specific vocabulary vocabulary in in in in in in in in speaking speaking and and listening listening activities activities speaking speaking and and listening listening activities activities • • Collaborative Collaborative discussions discussions with with peers peers around around independent independent reading
reading
• • • Collaborative Collaborative discussions discussions with with peers peers around around independent independent independent reading
reading
reading
• • • Leveled Leveled Audiobooks Audiobooks and and materials materials for for independent independent independent reading
reading
reading
• • • Leveled Leveled Audiobooks Audiobooks and and and materials materials for for independent independent reading
reading
• • • Program Program content content that that reflects reflects a a a a a a a a a a a a a a a a a a a a a a variety variety of of cultures cultures and and and and and traditions traditions as as as as well well as as as as ethnic ethnic and and and and and linguistic linguistic diversity
diversity
• • • Program Program content content that that reflects reflects a a a a a a a a a a a a a a a a a a a a a variety variety of of of cultures cultures and and and and traditions traditions as as as as well well as as as as ethnic ethnic and and and and linguistic linguistic diversity
diversity
• • • Meeting Meeting Individual Individual Needs Needs supports supports in in in in in in in in in Teacher Teacher Space Space provide provide point-of-use point-of-use resources resources in in in in in in in in in every every lesson lesson • • Meeting Meeting Individual Individual Needs Needs supports supports in in in in in in in in Teacher Teacher Space Space provide provide point-of-use point-of-use resources resources in in in in in in in in every every lesson lesson STRATEGIES STRATEGIES FOR FOR STUDENTS STUDENTS WITH WITH SPECIAL SPECIAL NEEDS NEEDS STRATEGIES STRATEGIES FOR FOR STUDENTS STUDENTS WITH WITH SPECIAL SPECIAL NEEDS NEEDS READ READ 180 180 Universal Universal provides provides many many variations variations on on on on on on how how students students with with disabilities disabilities can can access access program program content content and and READ READ 180 180 Universal Universal provides provides many many variations variations on on on on on on on on how how students students with with disabilities disabilities can can access access program program content content and and and instruction instruction and and and demonstrate demonstrate their their developing developing reading
reading
proficiency proficiency The The Individualized Individualized Learning Learning Technology Technology supports supports instruction instruction and and and and demonstrate demonstrate their their developing developing reading
reading
proficiency proficiency The The Individualized Individualized Learning Learning Technology Technology supports supports all all students students with with multiple multiple features features and and and and and choices choices including including options options that that adjust adjust for for visual visual and and and and and auditory auditory impairments:
impairments:
all all students students with with multiple multiple features features and and and and choices choices including including options options that that adjust adjust for for visual visual and and and and auditory auditory impairments:
impairments:
• • Anchor Anchor Video Video captions
captions
• • • Anchor Anchor Video Video captions
captions
• • • Text-to-speech Text-to-speech options options for for independent independent reading
reading
• • • Text-to-speech Text-to-speech options options for for for independent independent reading
reading
• • • Reading Reading and and recording recording text text passages passages for for for fluency
fluency
• • • Reading Reading and and and recording recording text text passages passages for for fluency
fluency
• • • Text Text labels labels and and and audio audio prompts
prompts
• • • Text Text labels labels and and audio audio prompts
prompts
• • • Digital Digital dictionary dictionary access access for for independent independent reading
reading
• • • Digital Digital dictionary dictionary access access for for independent independent reading
reading
• • • Graphic Graphic organizers organizers and and other other writing writing supports supports • • • Graphic Graphic organizers organizers and and and other other writing writing supports supports • • • On-screen On-screen “Smart “Smart Coach” Coach” to to guide guide and and and engage engage students students • • On-screen On-screen “Smart “Smart Coach” Coach” to to guide guide and and engage engage students students READ READ 180 180 Universal Universal can can help help educators educators meet meet the the needs needs of of students students in in both both general general education education and and special
special
READ READ 180 180 Universal Universal can can help help educators educators meet meet the the needs needs of of of students students in in in in both both general general education education education and and special
special
education education education using using a a a a a a a a a a a a a a a a a Multi-Tiered Multi-Tiered System System of of of Supports Supports approach approach The The instructional instructional model model supports supports multiple multiple tiers tiers by
by
education education using using a a a a a a a a a a a a a a a a Multi-Tiered Multi-Tiered System System of of Supports Supports approach approach The The instructional instructional model model supports supports multiple multiple tiers tiers by
by
balancing balancing whole-group whole-group with with small-group small-group instruction instruction instruction that that is is targeted targeted to to different different skills skills based based on on on on on on students’ students’ needs needs balancing balancing whole-group whole-group whole-group with with small-group small-group instruction instruction instruction that that that is is targeted targeted to to to different different skills skills skills based based on on on on on on students’ students’ needs needs During During whole-group whole-group whole-group instruction instruction instruction the the teacher teacher focuses focuses on on on on on on skills skills skills that that that all all all students students students students students need need need Then Then students students students students students break break into
into
During During whole-group whole-group instruction instruction instruction the the the teacher teacher focuses focuses on on on on on skills skills that that all all all all students students students students need need need Then Then students students students students break break into
into
small small small small groups groups to to to address address their their individual individual needs needs through through adaptive adaptive instructional instructional software software leveled leveled books books and and small- small- small small small small small groups groups to to address address their their individual individual needs needs through through adaptive adaptive instructional instructional software software leveled leveled books books and and small- small- group group group group group direct direct instruction instruction instruction in in in in in in in in in in reading
reading
While While one one small small small small group group group group group works works on on on on on on on on on the the the Topic Topic Software Software that that continuously continuously assesses
assesses
group group group group group direct direct instruction instruction instruction in in in in in in in in in in reading
reading
While While one one small small group group group group group works works on on on on on on on on on the the the the Topic Topic Software Software that that continuously continuously assesses
assesses
and and and and provides provides targeted targeted instruction instruction instruction another another group group group group reads reads paperbacks paperbacks and and and and eReads eReads independently independently at at at at at the the the the the appropriate
appropriate
and and and and provides provides targeted targeted instruction instruction instruction another another group group group reads reads paperbacks paperbacks and and and and eReads eReads independently independently at at at at the the the the appropriate
appropriate
Lexile Lexile level level This This instructional instructional model model allows allows teachers teachers to to to to work work with with different different small small groups groups to to to to address address individual individual Lexile Lexile level level This This instructional instructional model model allows allows teachers teachers to to to to work work with with different different small small groups groups to to to to address address individual individual needs needs based based on on on assessment assessment data data needs needs based based on on assessment assessment data data The The Positive Positive Behavioral Behavioral Interventions Interventions and and Supports Supports (PBIS) (PBIS) model model which which is is incorporated incorporated throughout throughout READ READ 180 180 The The Positive Positive Behavioral Behavioral Interventions Interventions and and and Supports Supports (PBIS) (PBIS) model model which which is is incorporated incorporated throughout throughout READ READ 180 180 Universal Universal provides provides embedded embedded supports supports and and and procedures procedures for for increasing increasing student student engagement engagement promoting promoting positive
positive
Universal Universal provides provides embedded embedded supports supports and and and procedures procedures for for increasing increasing student student student engagement engagement promoting promoting positive
positive
behaviors behaviors and and and motivating motivating students students to to succeed succeed Instructional Instructional routines routines such such as as as Oral Oral Cloze Cloze Think Think (Write)-Pair-Share (Write)-Pair-Share behaviors behaviors and and and motivating motivating students students students to to to succeed succeed Instructional Instructional routines routines such such as as Oral Oral Cloze Cloze Think Think (Write)-Pair-Share (Write)-Pair-Share Idea Idea Wave Wave numbered numbered heads heads and and and peer peer feedback feedback encourage encourage students students students to to to engage engage with with with with the the material material with with with with scaffolds
scaffolds
Idea Idea Wave Wave numbered numbered heads heads and and and peer peer feedback feedback encourage encourage students students to to engage engage with with with with the the the material material with with with with scaffolds
scaffolds
that that structure structure and and and support support their their responses responses The The instructional instructional routines routines help help create create a a a a a a a a a a a a a a a a a a a a a a learning learning environment environment in in in in in in in in which which that that structure structure and and and support support their their responses responses The The instructional instructional routines routines help help create create a a a a a a a a a a a a a a a a a a a a learning learning environment environment in in in in in in in in in in which which students students can can actively actively participate participate in in in in in in a a a a a a a a a a a a a a a a a a a nonthreatening nonthreatening and and and flexible flexible way way students students can can actively actively participate participate in in in in a a a a a a a a a a a a a a a a nonthreatening nonthreatening and and flexible flexible way way MOTIVATION MOTIVATION AND AND ENGAGEMENT ENGAGEMENT MOTIVATION MOTIVATION AND AND ENGAGEMENT ENGAGEMENT With With READ READ 180 180 Universal Universal students students can can track track their their their their progress progress toward toward mastery mastery of of reading
reading
skills skills By By monitoring monitoring their their their their own own gains gains With With READ READ 180 180 Universal Universal students students students can can track track their their their their their progress progress toward toward mastery mastery of of reading
reading
skills skills By By monitoring monitoring their their their their their own own gains gains students students students build build self-efficacy self-efficacy and and perseverance perseverance as as as they they witness witness their their their their growth growth in in in in in in in real real time time This This access access to to to to information information not not only
only
students students students build build build self-efficacy self-efficacy and and and perseverance perseverance as as as they they they witness witness their their their growth growth in in in in in in in real real time time This This access access to to to information information not not only
only
motivates motivates students students students to to to continue continue learning learning but but also also builds builds their their their awareness awareness of of who who they they they are are are are as as as learners learners and and and guides guides them them in in in in in in in in motivates motivates students students to to to continue continue learning learning but but also also builds builds their their their awareness awareness of of who who they they are are are are as as learners learners and and and guides guides them them in in in in in in in in setting setting and and working working toward toward their their academic academic goals goals setting setting and and working working toward toward their their academic academic goals goals READ READ 180 180 Universal Universal ensures ensures that that students students make make reading
reading
part part of of of of their their their daily daily routine routine by
by
dedicating dedicating one one of of of of the the the the the three three rotations rotations to to to READ READ 180 180 Universal Universal ensures ensures that that students students make make reading
reading
reading
part part of of of of of their their daily daily routine routine by
by
dedicating dedicating one one of of of of of the the the the three three rotations rotations to to independent independent reading
reading
reading
Students Students can can choose choose from from hundreds hundreds of of of of engaging engaging digital digital texts texts Age-appropriate Age-appropriate leveled leveled books books also also allow allow independent independent reading
reading
Students Students can can choose choose from from hundreds hundreds of of engaging engaging digital digital texts texts Age-appropriate Age-appropriate leveled leveled books books also also allow allow students students to to to to read read read confidently confidently according according to to to to their their own own abilities abilities students students to to to to read read confidently confidently according according to to to to their their own own abilities abilities Page Page 5 5 48 Programs and Services for Striving Readers
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