Page 8 - NJ iRead for Special Education

Bread > Crumb
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DATA
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November 26, 2012
The Chopping Block, Inc.
sound anLderesadstohenwoArd:. (Use three fingers for tch.) • Wrap up•wOithtahequricLk roenviegwVofothweeslound-spelling.
FAMILY REPORTS—ENGLISH AND SPANISH
The Family Report shares information with families about children’s performance on the iRead instructional software. It also includes suggestions for how children can continue their learning at home.
8
Ask Your Child
STUDENT DATA AND INSTRUCTIONAL PLANNING
iRead streamlines performance data to inform instruction and monitor progress toward the goals and objectives of a student’s IEP.
iRead provides teachers with key actionable data, which helps drive differentiated instruction. The software also continually collects data about student performance and provides continuous corrective feedback to the student, freeing the teacher to focus on targeted direct instruction.
Read > Planning Space > Groupinator
SCHOLASTIC | iRead > Planning Space > Groupinator WORKFLOW
1A
Class Analytics Student Analytics
TOOLKIT
GroupinatorTM
LessoLenssoAn :B:
• Decode Words
Park, KatheHrine nderson, Ke27l.l4y 19.4
Smith, Tyrone 30.1 DONE
Current Topic
Lessons
Resources
Interactive Learning Tools Favorites
MANAGE CLASS
Class Profile
Roster & Enrollment Student Profiles
Class Setting
Student Digital Portfolio
2
• /ch/ chIenesiet,icatlc/hF(triingraplh)Digrap• h/th/tthis, feather Billingsly, Chandra 27.1
IWB Select Mr. Sounders and Consonants.
/sh/ shark
Block, Zoe
KGomez, iRead, Grade 1 KGomez, iRead, Grade 1
DATA
Home > Groupinator
Groupinator®
Home
DATA
LEARNINGTARGET Stwuodleettenrts.NPuattmheemtogether.IttakestwoCleuttrersetonmtaTkoepic GROUP• Display the keyword and image, and underline the
Current Topic Cycle
Class Analytics Student Analytics
TOOLKIT
GroupinatorTM
Lessons
Resources
Interactive Learning Tools Favorites
MANAGE CLASS
Class Profile
Roster & Enrollment Student Profiles
Class Setting
Student Digital Portfolio
L
H
son
, Kel
ly
19.4
DONE
Home > Groupinator
STRATEGIC GROUPING FOR DIFFERENTIATED INSTRUCTION
The Groupinator® dynamically assigns children to skill-based groups for 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.
• • •
GROUP
LessLoenssoBn :B: Barret, JaviSermith, Tyrone34.1 30.1 Tell children that •thDeycowdiell Wleoardnsabout sounds spelled Some sounds are written with two letters. Letters s and h
GROUP
Student Name
4Lesson A: ROUTINE Lesson A:
SCHOLACSurTreInCt T|opiRiceCaydc>lePlanning Space > GroupinLateorsson B: Barret, Javier (ROUND 5/ DIRECTION A) Follow this routine with Decode Words: Sound-by-Sound (p. 196).
1A 34.1 SCREEN NUMBER
Number of Students
• Decode Words
SeTeoSchtohlaseticCFenatrmal TialrygeteodfLeAssolnesxforaScCafforlduedzSGuplapsorst.,Louisa
4 10 6
Class Analytics Growth
Screener Student Analytics
Software Performance Individualized Learning Plan Skills Mastery
Family
34.1
Instructional Strategies and Practices 189 Children work at their own pace in iRead, and the program customizes their placement and pacing based
o
TOOLKIT
GroupinatorTM Lessons
Interactive Learning Tools Downloadables
MANAGE CLASS
Class Profile
Roster & Enrollment Student Profiles
Class Settings
Student Digital Portfolio
how, many, too, why fliSest,adriends, c,riTeas,ntriead cry, sky, fly, shy
high, light, right, bright
Sample Words
map, rib, top, wet
step, snack, clock, soft five, brave, bone, huge teeth, bowl, brain, gray hops, boxes, jumping, lifted
188-189_iRead_PG_T5.in
9
4/16/13 3:21 PM
Overview
n
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ir performance.
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8
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I
UPS
rom
T
, me said, us
Long a (ay)
Moore, Simone
benchmarks.
SCREEN NUMBER1A (ROUND 5 / DIRECTION A)
Welcome, Christine Braco | y Settings | Gateway | Notifications | Log Out Welcome, Christine Braco | y Settings | Gateway | Notifications | Log Out
H
• See It, Say It, Spell It
en
der
es
1 Initial/Final Digraph th 2High-F(vorieceqduanednuncvyoicWed)ords:
from,LmesesosnaAi:d,us
• Consonant Digraphs: th
Billingsly, Chandra 27.1
son A:
Michaels, Eric 22.3 Gutierrez, Christina 26.4
Lesson B:
• Site Word Memory
LEARLENAIRNIGNG TARRGEGT ETStudent NSamteudent NaCmurrent Topic Current Topic GROUP GROUP
• See It, Say It, Spell It
Michaels, Eric Decoding and S2p2e.l3ling Gutierrez, Christina 26.4
ConsonLesson B:
GROUP LEARNING TARGET
ant Digraphs
Student Name Current Topic
• Site Word Memory
Learni3ng Outcome
10 • Know the soundL-sepseslloing A:
UTES correspondence• fLooroak, Read: -ed (with doubling)
Monitor Learning
• Point to Rthoedrcigouneszo,nAallnatndigraph 31.2
Ending -ed (with doubling) Baines, Max 30.3
IN
LEARLeNssIoNn BG: TARGET McGarrah, Nelson 31.6 GROUP Scholastic Cent•rWalordTaSrogrettsed Lessons Student Name
M
Cruz, Alexa 31.3
consonant digraph.
sound and read the word.
• /ng/ rin(gvoiceLdEAaRnNdINuGnTvAoRGicE•eT/wd/)wheel
1 Say the sound. Spellings: ay Carter, Marcus 33.2
• Decode Words
and ask children to say the
D
NG GRO
Conyer, Ray 18.4
Block, Zoe 27.4
Current Topic
IWB Select Mr. Sounders and Consonan2t D7i.g4raphs. 32.2
Chun, Sofia MODEL LESS3O2N.7: /sh/ shark
• Cons•oOtnhearnLotngDViogwreal phs: th Park, Katherine 27.4
with two letters. (For tch, indicate three lettersG.)lass, Louisatogether say /sh/. We3’r4e.1going to learn to read words with s-h,
which says /sh/.
two times chorally. We make the /sh/ sound when we want someone to be
Pronounce the sound and have children repeat it
quiet. Let’s whisper the sound /sh/. (/sh/) Again. (/sh/) GROUP Student NamWehen you makeCuthrrenstoTuonpdic/sh/, stick your lips out and softly
Play the ArticulaLtEioAnRVNidINeGo aTnAdRdGeEsTcribe the mouth position when you make the sound.
LEARClNoseIdNSyGllabTlesARRevieGwETMartinez,SFebtrnluoawndaoeirn.WthNatasmoun3ed4?.2(/sh/) CurrentTopic
5
Lesson A: Karlin, Tanisha 36.4 2 IdentifyEthnedsionu•gSnpd-oeti,ndSpwl(itwo, Rridetashd.: doubling) Baines, Max
3
30.3
Introduce the phonemic awareness warm-upMainlledr, SerenLaet’s play a sound 3g8a.m5 e! Listen carefully while I say words explain hLowetso slisoLtenssfoArnth:Be: sound in words. Starns, TaniRawoithdtrhiegsuoeunzd, /Ashl/.l3a9n.1 31.2
• Decodables
3
4
Longa(ay) MThoeotwreo,leStteimrsos-nhemakeonesound/sh/asinsh3a2rk..2What
• •
Closed Syllables
Say several words with the sound and ask children Listen: shoe. Hold up your thumb if /sh/ is the beginning
to show •thLumoboskfo,rRbegaindni:ng-esodunds and pinkies sound. Hold up your pinky if /sh/ is the ending sound. I held (withdoubling) Cuprumzy,thAumlebxbaecausethewordshoebeginswith3/s1h.3/.Now
for ending sounds. (For ng, tch, and wh, point out thaUt n-graonudptechdoSctcurdaetnthtse ends of words and w-h o c c u r s aLt t heesbse goi nn n i n Bg o:f w o r d s . )
• Word Sorts
Connect letters and sounds.
Welcome, Kimberly Gomez | y oSnettsionugsnd|: /Gsaht/eswhayrk|/cNho/tcifihceaetsioen/sth|/ tLhougmObu.)t consonant digraph spelling (trigraph for tch).
Spellings: ay
Family Report
Select Student
This is a report on your child’s work in iRead, a technology-based program that teaches
foundational reading skills.
LEARNING TARGET Student Name GROUPAlexa is working on Topic 33.1 r-Controlled Vowels ar. This is at the end of the Level B,
Martinez, Fernando Karlin, Tanisha
Current Topic
or Grade 1 curriculum.
5 Closed Syllables Review Recent Topics
34.2 36.4 38.5 39.1
Save
Recent TLoepsiscson A:
Alexa has recently completed these topics. • Spot, Split, Read:
Topic
Sample Words
Closed Syllables
32.6: Sight Words
32.5:LCheansgisngo–nytoBi (/:/) • Decodables
32.4: y as a Vowel 32.3: igh / /
Miller, Serena
Skills Mastered Ungrouped StudSkilel nts
• Reactivate: Blending and Segmenting • Consonant Blends
• Long Vowels VCe
• Long Vowel Digraphs
• Endings (Without Base Changes)
• Endings –ed, –ing With Base Changes Groupinate
• Multisyllabic Words
Ask your child about his or her Backpack collection in iRead. Your child’s collection now includes: 13,815 Words Read 577 Word Cards
Read at Home
Alexa recently read the eBook below. You can download this and other books for reading at home.
Ask Your Child
eBook Other downloadable books
you do it. Listen: push, shop, show, fish, dash, shine.
M c G a r r a h , N e l s o n 3 1 . 6
• Give children an active viewing task and play the
Direct IGnrsoturupcintiaotneVideo. Encourage chilCdlreanr Gtoroups |thRuemsebtuGproeuvpesry time you Sseaevethe sh spelling for /sh/. Sing sing along with the ditty, if applicable. along. (We’re gonna need two, two letters. Not one but two,
• Point to the consonant digraph (two fingers
sound? (/sh/)
What sound, Ollie? (/sh/) What word? (shop)
Chun, Sofia 32.7 We learned that the two letters s-h make the /sh/ sound. What two letters? (s-h) What sound? (/sh/) Now let’s say it Ctoagrether,oMneamrocrue stime really quietly. (/sh/) 33.2
KGomez, iRead, Grade 1
together) in words, and ask children to say the
Watch this video about the sound /sh/. Listen and put your
baked, driving, planned, running
Clear Groups | Reset Groups
contest, insect, magnet, napkin
SCREEN NUMBER
(ROUND 5 / DIRECTION A)
COMPREHENSIVE ANALYTICS TO TRACK
PERFORMANCE
Analytics provide detailed, current information about
class and speci c children’s software use, foundational
skill learning, and progress toward grade-level
Performance
Performance
Current Topic Cycle
PERSONALIZED TEACHING PATH
READING GROUPS
Student Name
Groupina
® r
PERSONA TEACHING PA
PER
o
GROUP
LEARNING TARGET
Current Topic
1
High-Frequency Words:
Conyer, Ray
18.4
t
SO
NA
LIZED
LIZED
R
E
A