Brantner ElementaryGrade One

1
20-20-20

• Brantner ElementaryGrade One

2
Who are we?

• Melissa Stewart- Principal
• Treva Bedel, Lisa May-Ellis,
• Emily Stepaniak- First Grade Teachers
• Debbie Shipley- Title 1 Reading Specialist
• Angela Beeker, Pat Schreiber- Special Education
  Teachers
• Angela Deighen, Megan Miller, Jeannie Wardwell-
  Paraprofessionals
• Coletta Wood- Psychologist/Intervention
  Specialists Assistant

3
Brantner A Closer Look

• Brantner Elementary is a PreK-5 school in West
  Clermont Local School District.
• In a school of 450 students, 35 receive free or
  reduced lunch.
• 15 of our first grade students receive special
  education servicesincluding services for
  learning disabilities, hearing impairments,
  multiple disabilities and emotional disabilities.

4
Looking back at 2005-2006

• How do we effectively use the teachers and
  paraprofessionals available?
• How do we integrate our districts new systematic
  phonics program into our literacy block?
• How can we consistently provide solid
  interventions to our students?
• How can we eliminate behaviors that take away
  from students learning?

5
What does our day look like?

• A typical day in the first grade at Brantner
  looks like this
• 820-835 Seat work/Attendance
• 835-945 Calendar/Mathematics
• 945-1030 Reading Comprehension
  Strategies/Silent Reading
• 1030-1130 20-20-20
• 1130-1225 Recess, Lunch
• 1225-1255 Write Well/Word Work
• 1255-155 Specials
• 155-245 Writing
• 245-300 Prepare for Dismissal
• Our school day is spent in heterogeneously-grouped
  homerooms with the exception of one hour, where
  the students are grouped according to their needs
  in a Walk to Read format that we call 20-20-20.

6
20-20-20

• For the hour in which the students walk to read
  we have divided the time into three twenty minute
  increments, hence the name 20-20-20.
• At the start of the year students were given a
  variety of assessments to determine their skill
  levels. These assessments included obtaining a
  DRA level, a test of first grade sight words,
  DIBELS, and the Read Well placement test.
  Students Title I referrals from kindergarten
  were also taken into consideration.

7
The next step

• The results of the assessments were used to place
  the students into one of three classrooms.
• Within the three classrooms students were placed
  into three smaller groups in order to better meet
  their individual needs. Each group was comprised
  of approximately seven students.
• The team meets on a regular basis to review
  student progress. Students are moved within
  groups and/or classrooms based upon their
  changing needs.

8
What happens during 20-20-20?

• The students move through three stations during
  this hour Read Well, Guided Reading, and
  Literacy Centers.

9
The Big Switch
10
In the classroom
11
Read Well

• Read Well is our district-wide K-1 reading
  program. This is part of our Tier 1 instruction.
• After 1 ½ years of use, we felt strongly that
  this program be taught by a highly-qualified
  teacher.

12
Read Well In a Nutshell

• This program
• builds phonics skills through letter/sound
  recognition practice
• develops knowledge of word families
• provides opportunities for choral reading
• offers students the opportunity to demonstrate
  their reading comprehension skills

13
Guided Reading

• Students work with a certified teacher in a
  guided reading group. This is also part of our
  Tier 1 instruction. One week is spent using Read
  Naturallys program GATE and the next week is
  spent using trade books. We use Alpha Kids or the
  Scholastic Leveled Readers.

14
Guiding their learning

• During the guided reading portion of 20-20-20,
  teachers work on various skills with the
  students including
• Decoding strategies
• Comprehension
• Smooth blending
• Self-monitoring strategies

15
Centers

• Our centers are led by our paraprofessionals who
  expertly keep students on-task and assist them
  when they need help.
• The center portion of the day provides us with
  the opportunity to provide enrichment or
  intervention according to our students skill
  levels.
• This is part of our Tier 2 instruction.

16
It all CENTERS around students needs.

• Our centers include
• a double-dose of Read Well or assessment
• a listening station, where students read along
  with a Marie Carbo tape
• sight word games
• word work (word sorts, word making)
• handwriting practice with tools to strengthen
  hand muscles (clothes pins, tennis balls,
  Etch-a-sketch)

17
Thats the ticket!

• In each group students are
• Encouraged to work as a TEAM!
• Talk when appropriate
• Put forth best effort
• Ask questions
• Move quickly and quietly
• Students earn a stamp from each teacher for
  demonstrating TEAMwork. Students stamps are
  placed in a 5 by 5 grid on their 20-20-20
  folders. Five stampsone ticket (part of our
  school-wide behavior program), 25 stampstrip to
  the treasure box.

18
Objectives, objectives, objectives

• The following are only some of the objectives
  that are met during 20-20-20
• Establish a purpose for reading
• Make predictions while reading
• Recall the important ideas in fiction and
  nonfiction texts
• Monitor comprehension by answering questions
• Decode by using letter-sound matches
• Read text, using fluid and automatic decoding
  skills, including knowledge of patterns, onsets
  and rimes
• Monitor to see if meaning is clear
• Demonstrate an understanding of letter-sound
  correspondence
• Use knowledge of common word families to sound
  out unfamiliar words
• Blend 2-4 phonemes into words
• Add, delete or change sounds in a given word
• Recognize common sight words
• Print legibly and space letters
• Spell high frequency words correctly

19
DIBELS Results