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

2. 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

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

4. 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

5. 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.

6. This is an emergency!!!

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

8. 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

9. 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.

10. We want to avoid this…

11. 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

12. Ultimate goal… access grade level text in the classroom

13. 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!”

14. 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.

16. 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..)

17. 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

18. 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

19. 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?