Page 8 - NJ iRead English Learners Brochure

Grade 1
zed Learning Plan
Karlin
PURPOSE
Monitor skills children have mastered and identify groups that
are not making adequate progress.
Administrators can view a cross-class overview of children’s progress through the iRead Instructional Software and identify skills children have mastered.
ssing at grade-level expectations. Support Tanisha’s progress toward mastering key ng 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 given unit have demonstrated mastery of prior skills.
Printed by: District Administrator
iRead Professional Guide
port with the skill(s) below. Reteach these skill(s) using 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
Exemplars
brain, paint, 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,
ed the skills below. Practice these skills using 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)
e Success eBook below. Have him/her practice reading the eBook or other member or tutor.
4
)
(EnTrotlaleld==336 )
mali
l Text
ng Level: H
SCHOLASTIC | iRead > Planning Space > Groupinator WORKFLOW
ment
: Series 31 CHOMP!
Score
Identify groups that are not making adequate progress and may require additional support or resources. Investigate any significant differences between the number of students using the software and the total number of students enrolled.
Page 1 of 1
Review Texts
32.2 We Play 32.1 Rain
Practice Texts
31.1 What Did They See?
31.2 Green Beans and Other Silly Poems 31.3 Goat and Toad 31.4 Bo’s Bows
CRheiald’isngGuLiedvedl
I
LDeRvAel
16
1A
(ROUND 5 / DIRECTION A)
Welcome, Christine Braco | y Settings | Gateway | Notifications | Log Out Welcome, Christine Braco | y Settings | Gateway | Notifications | Log Out
toring Tanisha’s fluency using Software eBook recordings and ts.
USING THE DATA
Select Student
4: Proficient Fluency
40 WCPM --
Printed on: 08/26/14 v 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 ensure English
SCREEN NUMBER
SCREEN NUMBER1A
Home > Groupinator
Groupinator®
Assessments and Data
(ROUND 9 / DIRECTION A)
learners master the foundational reading skills that lead to pro cient, grade-level reading.
142
KGomez, iRead, Grade 1 KGomez, iRead, Grade 1
Skills Mastery Report
134-145_iRead_PG_Reports
142
9/21/15
DATA
Home > 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 (27%)
)
1 (3%) 1 (3%) 1 (4%) 1 (3%) 1 (3%) 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 complete picture of each child’s
performance and participation.
Strategic Grouping for Di erentiated Instruction >
NOTES:
The Groupinator® dynamically assigns children 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 skills they need to accelerate learning.
Current Topic Cycle
Home
DATA
Home
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 sound-spelLlinegsson A: • Point to the cRoondsroignuaenzt,dAigllaranph 31.2
Class Analytics Student Analytics
TOOLKIT
GroupinatorTM
L
H
son
, Kel
ly
19.4
DONE
Current Topic
18.4 19.4
Lessons
Resources 1 Interactive Learning Tools
from,LmesesosnaAi:d,us
• Consonant Digraphs: th
Block, Zoe Conyer, Ray
27.4
Groupina
® r
PERSONA TEACHING PA
GROUP
LEARLENAIRNIGNG TARRGEGT ETStudent NSamteudent NaCmurrent Topic GROUP
2High-FI(vnoritieicaeql/dFuaineadnluDncivgyoraicpWehd)tohrds: Billingsly, Chandra 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
o
GROUP
LEARNING TARGET
Current Topic
1
High-Frequency Words:
Conyer, Ray
18.4
t
SO
NA
Performance
Performance
LIZED
f
I
UPS
LIZED
rom
es
EnA
T
, me said, us
T
Lesson B:
• Site Word Memory
H
• See It, Say It, Spell It
en
der
son A:
Michaels, Eric 22.3 Gutierrez, Christina 26.4
R
E
A
D
NG GRO
LessoLDenescsoAdne:BW:ords Smith,Tyrone De3codingandSpelling DONE
•
• See It, Say It, Spell It
R
0.1
Student NamGeutierrez, CuhrreinsttTionpaic
C o n s o n a n L t e Ds s i Log r a BN p h s
22.3 26.4
Current Topic
Billingsly, Chandra
Student NamBelock, ZoIWeBCSuerlreectnMt rT.oSpoiucnders and Consonant Dig2rap7h.s4.
I:NG GROU•PSite Word Memory
ARGET
Learning OutcomeEnding -ed (withMdounbiltiongr)LeaBraniinnesg, Max 30.3
Cruz, Alexa 31.3 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
Michaels, Eric
<
8
8
November 26, 2012
The Chopping Block, Inc.
November 26, 2012
The Chopping Block, Inc.
• Other Long Vowel
Lessons targeSptellinsgsk: ayills thaCtarteEr, Mnarcgus 33.2r
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
SCHO
| iR
d e: W
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
•G
ROUTINE4Lesson A: Lesson A:
ive ch
ildre
view
wG rthoiusproi
o
nuLatinteoer
1A
swisthoD
Long a (ay)
Moore, Simone 32.2
with two lette•rsD. (Feocrot•cdDh,ecinodWdiecoaWtroerdthsree letters.)
• Pronounce the sound and have children repeat it
two times chorally.
• Play the Articulation Video and describe the
together say /sh/. We’re going to learn to read words with s-h, Glass, Lwohuicsha says /sh/. 34.1
We make the /sh/ sound when we want someone to be quiet. Let’s whisper the sound /sh/. (/sh/) Again. (/sh/)
When you make the sound /sh/, stick your lips out and softly
GROUP 5
2 Identify the soundLienswsoonrAd:s. Karlin, Tanisha 36.4
3
• Word Sorts
n e c oB
w of the s
rd
s
d-b
ound
-s
: Soun
y-So
pel
ling.
W
together one more time really quietly. (/sh/)
Now le
MODEL LESSON: /sh/ shark Chun, Sofia 32.7
• Cons•oOtnhearnLotngDViogwreal phs: th Park, Katherine 27.4 1 Say the sound. Spellings: ay Carter, Marcus 33.2
• TellchildrentLhaettshesyLoweinlslsleoBanrn:Ba:boutsoundsspellBeadrret,SJoamviSermsouitnhds,aTreywroritnteen3w4i.t1htwoletters.Letterssandh30.1
mouth poGsRitOioUnPwhen LyoEuAmRNakIeNGtheTAsoRuGnEd.T
LEARClNoseIdNSyGllabTlesARRevieGwET Martinez, SFetrnuandoent Nam3e4.2 Current Topic
Student Name Current Topic
(ROUND 5/ DIRECTION A) • Decode Words
may need most, from the common digraph
/sh/ to multiple meaning words and word
188-189_iRead_PG_T5.indd 189 4/16/13 3:21 PM
GROUP LEARNING TARGET
Student Name
Current Topic
analysis. 5
• Spot, Split, Read:
Closed Syllables
Lesson B:
• Decodables
Ungrouped Students
Groupinate
Clear Groups | Reset Groups
Save
Closed Syllables Review
Martinez, Fernando Karlin, Tanisha Miller, Serena Starns, Tania
34.2 36.4 38.5 39.1
Lesson A:
blow air. What sound? (/sh/)
• Introduce theEpnhodnienm•giCSclpo-aosewte,daSrpSel(yintwlle,aRsbieslteahwsd:adrmo-upbalnind g) Let’sBpalaiynaeso,uMndagxame! Listen carefully while I say3w0or.d3s
Miller, Serena 38.5
explain how to listen for the sound in words. with the sound /sh/.
LessoLenssoAn :B: Starns,LTiasnteiRan:osdhoreig. Huoeldzu, pAylol3ua9rn.1thumb if /sh/ is the beginnin3g1.2
• Say several words wit•hDtehceodsaobulensd and ask children to show thum•bsLforobke,giRnneinagdso:u-nedds and pinkies for ending soun(dws.it(Fhordnog,utcbhl,ianngd)wh, point out that n-g and tch occur at the ends of words and w-h occurs UatnthgerobuegpienndinSgtoufdweonrdts.)
sound. Hold up your pinky if /sh/ is the ending sound. I held up my thumb because the word shoe begins with /sh/. Now Cruz, Alexa 31.3
Lesson B:
McGarrah, Nelson 31.6
3 Connect letters and sounds. Skill-Based, Group Lessons
you do it. Listen: push, shop, show, fish, dash, shine.
n an ac
Direct Instruction Video. Encourage children to thumb up every time you see the sh spelling for /sh/. Sing
tive
Groupinate Clear Grouaplosng| .R(eWset’rGergooupnsna need twoS, tawvoeletters. Not one but two,
lay sing along with the ditty, if applicable.
the
ing ta
sk and p
Watc
h this
video
about the sound /sh/. Listen and put your
Quick and easy to implement, each lesson
can be ac4
rap up
Central. ners
two letters. Put them together. It takes two letters to make GROUcPonsonant digraph spelling (trigraph for tch). oneSstoundde: /nsht/ sNharkm/ceh/ cheese /th/ thumb.) Current Topic
• Display the kLeyEwoArdRanNd iImNagGe, aTndAunRdeGrliEneTthe
together) in words, and ask children to say the What sound, Ollie? (/sh/) What word? (shop)
TM
sound and read the word. (Use three fingers for tch.)
•W
with
aq
The two letters s-h make one sound /sh/ as in shark. What
• Pocint toethe csLonosnsonganeat d(igardyap)h (twodfingerisrecsotundl?y(/sh/) from SAM Moore, Simone 32.2
Lesson A: We lCeahrnuend,thSaot tfhieatwo letters s-h make the /sh/ sou3nd2..7
uick
revie
hat
tw
t’s say it
o letter
s?
(s-
h) Wh
at sound?
(/sh/)
Glass, Louisa
34.1
Instr
ces 1
9
lish lea
uctional
Strateg
SCREEN NUMBER
ies an
d Practi
8
1