WELCOME to TITLE 1/LAP READING and MATH CLUB Kick-off into our partnership

Teachers Rachel Patty Kindergarten and Level “A” Reading 1st-3rd –Math Stephanie Mayo 1st-5th Reading Now serving Approx. 100 students Featuring our Para-professionals…. Leslie Smith & Jayanthi Nair

Identification of k-1-2 students FALL F & P –Determining reading level Last year’s reading report card grade Teacher recommendation

Trajectory and gaps kindergarten 1st grade 2nd grade FALL LEVEL WINTER FALL winter spring FALL winter spring FALL winter spring LEVEL FALL WINTER SPRING I   H G F E D C B A  SERVING AA LEVEL FALL WINTER SPRING L   K J I H G F E D C SERVING B A AA LEVEL FALL WINTER SPRING O   N M L K J I H SERVING G F E D C B A Gap begins to widen Growth expectation is slowing down. 9 levels to go 6 levels of growth expected. 4 levels of growth expected. 9-12 levels to go 7-13 levels to go

Trajectory continued… 3RD gRADE 4th grade 5th grade FALL winter spring FALL winter spring FALL winter spring 3 Q-S R-T S-U 3 T-V U-W V-X LEVEL FALL WINTER SPRING R   Q P O N M L K SERVING J I  No students H LEVEL FALL WINTER SPRING U   T S R Q P O  SERVING N M  No students L SERVING LEVEL FALL WINTER SPRING X   W V U T S R Q P O SERVING Gap begins to widen Growth expectation is slowing down. Flip side-less likely to get services Those in P Q ELL Level 1 , 1 decline, 1 transportation issue, 11 R’s 7-10 levels to go 7-9 levels to go 9 levels to go 4 levels of growth expected. 4 levels of growth expected.

This is an emergency!!!

No two are alike There are many different reasons for not “fitting the mold’ Or district reading standards

People are puzzles Developmental stages Listening skills motivation confidence Exposure to print Ability to focus/stamina persistence Phonemic awareness People are puzzles Proper speech patterns life experiences Hearing ability Early language experiences Nursery rhymes, poetry, singing, talk, play Access to reading material role model Purpose for reading

So, together, we must Do our best to determine the “why.” Observe and analyze Provide targeted interventions Stay positive and consistent Do our best to determine the “why.” Help each child understand who they are as a reader. Equip them with tools they can use independently. Celebrate growth and effort Practice a little everyday.

We want to avoid this…

Positivity and learning EVERY THOUGHT PRODUCES CHEMICALS IN THE BRAIN Positive thoughts produce serotonin and endorphins Easier for brain to make new neural connections Improves memory Easier to retrieve stored Information negative thoughts Produce cortisol Hard to form new neural connections Focused on few things-survival Hard to retrieve stored information Breaks down connections over time

Ultimate goal… access grade level text in the classroom

What you can expect from us Lessons in small group (3) 4-5x’s a week (ideally w/o interruptions) A “double dose” of instruction and guided reading Individualized goals Ongoing consultations with classroom teacher Progress monitoring. Progress reports mid-year/end of year Building Readers Newsletters Book Box Take-Home Books Lexia Core 5 Account (Not K) We do stay positive…but we work them hard for 30 min with high expectations. Our job is to “accelerate!”

We need you to help us… A LOVE OF BOOKS ENTHUSIASM FOR LEARNING to instill… A LOVE OF BOOKS ENTHUSIASM FOR LEARNING CONFIDENCE SELF WORTH INDEPENDENCE WORK ETHIC GROWTH MINDSET If you can do this…your child will come to class ….more open and able to learn what we teach.

The building blocks of reading COMPREHENSION Thinking, reacting, predicting, questioning, clarifying-responding verbally and in written form. Re-reading text multiple times. Moving words to long term memory. FLUENCY Rate, punctuation, phrasing, expression. ACCURACY “Think first and apply what you know.” Phonics Letter combinations, patterns, word families VOICE PRINT MATCH Eyes on letters, run finger through word, say only the sounds you touch. Phonemic Awareness Manipulation of Letter and Sounds Oral Language Development Hearing and producing. (Songs, rhymes etc..)

K… 1st 2nd 2 lessons per week 2-3 Take-Home Books per week Letters, sounds Phonemic awareness Isolate sounds in words Short & long vowel sounds Rhyming Blending CVC words One to one correspondence High Frequency Words Basic comprehension Lexia-2x’s/week in Reading Club 2-3 Take-Home Books per week Letters, sounds Phonemic awareness Voice Print Match Short & long vowel sounds Rhyming Blending letter sounds Blends and digraphs Vowel pairs Syllables High Frequency Words Study strategies Comprehension Lexia in reg. classroom 2-3 Take-Home Books per week Phonemic Awareness Short and Long vowel sounds Extended Phonics Decoding strategies Multi-syllabic work Prefixes and Suffixes Sight words Vocabulary Deeper comprehension Active reading strategies Genres and Text Structure Text Features Lexia-mostly at home

What can you do at home? Be your child’s cheerleader!! Notice details! What can you do at home? Be your child’s cheerleader!! Model fluent and expressive reading! Make reading a positive time you spend together. Model and help your child become a “thinking” reader. Pay attention to patterns! Reading is the window to the world! Let’s Open Door The Together Engage in letter and word treasure hunts when out and about! Collect books in book box Require your child to read their take-home books Monitor your child’s accuracy and fluency periodically Make sure your child meets their lexia weekly usage goal

EXITING ANY STUDENT CAN EXIT READING CLUB WHEN… meet the reading standard (Accuracy, fluency, comprehension) Maintaining their skills Discussion with classroom teacher Other student needs in building?