Oregon Reading First (2010)1 Oregon Reading First Regional Coaches’ Meeting April 15, 2010

Oregon Reading First (2010)2 Materials for this Meeting You should have received the following by 2 flowcharts for LPR website Whole word reading in Intervention programs Other materials that will be referred to: New Student Checklist

Oregon Reading First (2010)3 Agenda Introduction –Announcements and Monthly highlights Review Project Goals Sharpening Our Skills Web-based LPR Data System

Oregon Reading First (2010)4 Announcements Insert screen video of Spring Bulletin here

Oregon Reading First (2010)5 Insert screen video of ODE K-12 Literacy Framework page here

Oregon Reading First (2010)6 Sharing and Celebrations

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9 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.

Oregon Reading First (2010)10 NWF Performance: Kindergarten Goals

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Oregon Reading First (2010)14 Whisper Blend Practice 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.

Oregon Reading First (2010)15 3. Teacher then says, “Word” and slides finger quickly under the word to elicit students to read the word. 2. If students are not mouthing the sounds, the teacher would prompt, “I want to see everyone’s mouths moving as they whisper the sounds!”

Oregon Reading First (2010)16 boxsitredset waxhenDandig hatmadmatdip

Oregon Reading First (2010)17 Fast Faster 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!

Oregon Reading First (2010)18 Whole Word Reading in Horizons 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.

Oregon Reading First (2010)19 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: a=L31; i=L64; u=L96;o=L125; e=L149

Oregon Reading First (2010)20 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)

Oregon Reading First (2010)21 ORF Performance: First Grade

Oregon Reading First (2010)22 Let’s Sharpen Our Skills!

Oregon Reading First (2010)23 LPR Website for First Grade Mid-End of Year Insert movie of how to navigate website here …

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Oregon Reading First (2010)26 Recommended Pacing Kindergarten: Reading Mastery 1 - Lesson ERI - all 126 lessons WITH enhancements Read Well K Unit 15+ First Grade: Reading Mastery 2 - Lesson Horizons B - complete all lessons Read Well 1 - complete all units

Oregon Reading First (2010)27 Recommended Pacing Second Grade Reading Mastery 3 - Lesson Horizons CD - lesson 70+ Third Grade: Reading Mastery 5 - Lesson 55 + Horizons CD - lesson 160