Oregon Reading First Regional Coaches

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Oregon Reading First Regional Coaches Meeting

• April 15, 2010

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Materials for this Meeting

• You should have received the following by email
• 2 flowcharts for LPR website
• Whole word reading in Intervention programs
• Other materials that will be referred to
• New Student Checklist

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Agenda

• Introduction
• Announcements and Monthly highlights
• Review Project Goals
• Sharpening Our Skills
• Web-based LPR Data System

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Announcements
Insert screen video of Spring Bulletin here
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Insert screen video of ODE K-12 Literacy
Framework page here
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Sharing andCelebrations
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Project Goals Review

• Focus will continue on Kindergarten and First
  grade
• Kindergarten - increase student automaticity in
  whole word reading (by the end of kindergarten,
  students will read VC and CVC words as whole
  units)
• First Grade - Provide targeted instruction, based
  on student need, to all strategic and intensive
  students.

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NWF PerformanceKindergarten Goals
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Whisper BlendPractice Whole Word Reading(Card
8 or 9)

• 1. Teacher points to the left of the word and
  says, Whisper Blend (blending the sounds)
  monitoring students to ensure they are all
  mouthing the sounds.

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2. If students are not mouthing the sounds, the
teacher would prompt, I want to see everyones
mouths moving as they whisper the sounds!
3. Teacher then says, Word and slides finger
quickly under the word to elicit students to read
the word.
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box sit red set
wax hen Dan dig
hat mad mat dip

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Faster
Fast
Fastest

• Blending Practice with Card 8, 9, or 10
• Usual procedure
• 3 second wait time between focus and signal
• 2 second wait time between focus and signal
• 1 second wait time between focus and signal
• ALWAYS keep the focus on ACCURACY!

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Whole Word Reading inHorizons and Reading Mastery

• Systematically teaches students to sound out
  words at an early stage.
• Then to reread the words the fast way (or as
  whole words).
• Later, students taught to sound it out in head
  or whisper read the word, then read it the
  fast way.
• IMPORTANT that students maintain and improve
  their skills in sounding out as they learn new
  sounds and continue to use it as a reliable
  strategy.

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Horizons Level A

• Lesson 66 word finding activity sets the stage
  for reading as whole words
• Lesson 77 reading words with whisper reading,
  then the fast way
• Lesson 84 reading words the fast way, without
  sounding out or whisper reading
• Lesson 106 read part of the story the fast way
  in the 1st reading
• Short vowels are taught aL31 iL64
  uL96oL125 eL149

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Reading Mastery l Classic

• Lesson 57 word finding activity set the stage
  for reading as whole words
• Lesson 65 read some words the fast way (16
  sounds, including 4 short vowels are known)
• Lesson 96 read most words without first sounding
  out (22 sounds, including 4 short vowels
• Lesson 107 read the entire story the fast way on
  the 1st reading
• Lesson 118 all short vowels are known (e is the
  last to be taught)

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ORF PerformanceFirst Grade
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Lets Sharpen Our Skills!
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LPR Website for First Grade Mid-End of Year
Insert movie of how to navigate website here
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Recommended Pacing

• Kindergarten
• Reading Mastery 1 - Lesson 135
• ERI - all 126 lessons WITH enhancements
• Read Well K Unit 15

First Grade Reading Mastery 2 - Lesson 168
Horizons B - complete all lessons Read Well 1 -
complete all units
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Recommended Pacing

• Second Grade
• Reading Mastery 3 - Lesson 120
• Horizons CD - lesson 70

Third Grade Reading Mastery 5 - Lesson 55
Horizons CD - lesson 160