2. Sandy Thompson Sandy Thompson My Reading Coach Trainer My Reading Coach Trainer Learning Something New Learning Something New Make learning simple! Make learning simple! Answer your questions Answer your questions Help you help your students Help you help your students

3. My Reading Coach is… An instructional reading program An instructional reading program Designed to stamp out illiteracy Designed to stamp out illiteracy Developed through MindPlay, founded in 1981 by Judith Bliss Developed through MindPlay, founded in 1981 by Judith Bliss Coached by Jim Larrabee, veteran speech pathologist Coached by Jim Larrabee, veteran speech pathologist

4. Judith Bliss founder of Mindplay 20 years developing Educational Software Jim Larrabee 25-year veteran speech pathologist and reading teacher Goal: Stamp out illiteracy My Reading Coach: An instructional reading program Employs a sophisticated, dynamic CAI interface Consistent and systematic dramatic results for struggling and non-readers Background

5. My Reading Coach is Research Based* My Reading Coach is Research Based* A successful reading program: Phonemic Awareness Phonemic Awareness Phonics Phonics Fluency Fluency Vocabulary Vocabulary Text Comprehension Text Comprehension * National Reading Panel * National Reading Panel

6. My Reading Coach Guarantees Success Offers students a self-paced, individualized reading and remediation environment Offers students a self-paced, individualized reading and remediation environment 61 interactive lessons on phonics, rules and word structure with practice activities 61 interactive lessons on phonics, rules and word structure with practice activities 24 unique grammar lessons to teach text comprehension 24 unique grammar lessons to teach text comprehension 200 graded reading passages to practice reading comprehension 200 graded reading passages to practice reading comprehension

7. What My Reading Coach Can Do Develops auditory and visual discrimination Develops auditory and visual discrimination Develops sound/letter association Develops sound/letter association Develops auditory memory- sound sequences Develops auditory memory- sound sequences Teaches encoding and decoding of words: one syllable to multi-syllable Teaches encoding and decoding of words: one syllable to multi-syllable Teaches reading comprehension by teaching pause points, “pictures in your mind”, grammar lessons and story passages Teaches reading comprehension by teaching pause points, “pictures in your mind”, grammar lessons and story passages Side benefit: increased ability to attend and stay on task Side benefit: increased ability to attend and stay on task

8. Results: Elementary School

9. Results: Middle School Improvement 11 to 19 Percentile Points At Risk Students

10. Results: High School Improvement 12 Percentile Points

11. Special Education Case Study: Writing Matthew’s writing sample BEFORE starting MRC Matthew’s writing sample AFTER 7 hours on MRC

12. We believe the PROCESS drives the results Research Infused Diagnostic Placement One-on-one “Teacher Emulated” Instruction Staff Development Best Practices Methodology Success Guaranteed! 10 – 30 percentile points Why Are We Unique? Customer Support Research & Development

13. Hear the Difference Randy after Lesson 12 Randy after 47 lessons Willie after Lesson 12 Willie after 28 lessons

14. Platinum Edition: Lesson Summary Screen

15. Testing

16. Student Certificate

17. Beginning of the Placement Test

18. Ending of the Placement Test

19. Introduction Screen

20. Training Wheels Teaching Guide Teaching Guide Web Training: Gold Edition www.mindplay.com/goldtraining Web Training: Gold Edition www.mindplay.com/goldtraining www.mindplay.com/goldtraining

21. Web Chapter 2: Understanding and Navigating My Reading Coach User Type User Type Starting the Program and Logging on Starting the Program and Logging on Menu Bar Menu Bar Classes Classes

22. Web Chapter 3: Getting Started Administrator Startup Set Administrator Password Set Administrator Password Logon as Administrator Logon as Administrator Adding Classes and Teachers Adding Classes and Teachers

23. Administrator Startup Add Teachers and Classes Training Session: Teacher List Training Session: Teacher List Teacher Name/ Class Email Address/ Newsletter / School Name Name Phone number Tips Password Yes No Sandy Miller  Forest Hills Elementary   Mail to Mindplay: 440 South Williams Blvd. Suite 206 Tucson AZ 85711

24. Hands on Session 1: Administrator Enter teacher names and a password for each, then enter teacher class name. 1. Start My Reading Coach 2. Logon (class: unassigned, name: Administrator, password: get from installer.) 3. From Menu bar select Teacher Options, then Learning Options 4. Select Class: Unassigned. 5. Click CLASSES button 6. Click NEW button 7. Type in Class name 8. Set story grade level to 5 and click OK 9. Assign a teacher: Click the NEW button 10. Type in teacher name and password; and click OK © 2000 -2006 Methods & Solutions, Inc. Tucson Arizona – all rights reserved

25. Web Chapter 3: Getting Started Teacher Startup Teacher Startup Logon as a Teacher Logon as a Teacher Add Students to Classes Add Students to Classes © 2000 -2006 Methods & Solutions, Inc. Tucson Arizona – all rights reserved

26. Hands on Session 2: Teacher Enter 3 student names and a password for each, then enter teacher class name. 1. Start My Reading Coach 2. Logon (Class: Unassigned, Name: Teacher name, password: administrator assigned) 3. From the menu bar select Teacher Options, then Learning Options 4. Select class: your class name (administrator assigned) 5. Add a student: Click the ADD button 6. Type in: Student name and password; click on OK 7. Continue to add 3 more students

28. Activity Summary Screen

29. Word Building Activity

30. Listen and Find Activity

31. Reading Words Activity

32. Spelling Activity

33. 2 Syllable Activity

34. Vowel / Sound / Stick Activity

35. Review Test

36. Teacher Tools My Reading Coach: Teaching Guide Lesson Sequence Chart Lesson Sequence Chart Word Lists Word Lists Memory Aids and Rules Memory Aids and Rules Phonics Sheets Phonics Sheets Grammar Sheets Grammar Sheets Reading Comprehension Sheets Reading Comprehension Sheets Supplemental Lessons Supplemental Lessons Reports Reports

37. Teacher Options Track and Report

38. Student Reports Student Performance Report – Phonics Student Performance Report – Phonics Student Performance Report – Phonics Student Performance Report – Phonics Student Performance Report – Grammar Student Performance Report – Grammar Student Performance Report – Grammar Student Performance Report – Grammar Student Performance Report – Comprehension Student Performance Report – Comprehension Student Performance Report – Comprehension Student Performance Report – Comprehension Student Lesson Error Report Student Lesson Error Report Student Lesson Error Report Student Lesson Error Report Student Test Details Report (Platinum only) Student Test Details Report (Platinum only) Student Test Details Report Student Test Details Report Student Test Prescription Report (Platinum only) Student Test Prescription Report (Platinum only) Student Test Prescription Report Student Test Prescription Report Student Test Results Report (Platinum only) Student Test Results Report (Platinum only) Student Test Results Report Student Test Results Report Student Attendance Report Student Attendance Report Student Attendance Report Student Attendance Report

39. Class Reports Class Daily Lesson Plan Class Daily Lesson Plan Class Daily Lesson Plan Class Daily Lesson Plan Class Remediation Report Class Remediation Report Class Remediation Report Class Remediation Report Class Improvement Report Class Improvement Report Class Improvement Report Class Improvement Report Class Needs Report (Platinum only) Class Needs Report (Platinum only) Class Needs Report Class Needs Report Class Grammar Report Class Grammar Report Class Grammar Report Class Grammar Report Class Reading Comprehension Report Class Reading Comprehension Report Class Reading Comprehension Report Class Reading Comprehension Report Class Progress Checklist Class Progress Checklist Class Progress Checklist Class Progress Checklist

40. Roles Student – Placement Test, Lessons, Activities and Review Tests Student – Placement Test, Lessons, Activities and Review Tests Teacher – Add Students, Monitor Progress, Support and Provide Remedial Help Teacher – Add Students, Monitor Progress, Support and Provide Remedial Help Administrator – Add Teachers, Maintain the My Reading Coach Program Administrator – Add Teachers, Maintain the My Reading Coach Program

41. Web Chapter 7: Read Like You Talk Overview Overview Getting the picture in Focus Getting the picture in Focus

42. Oral Reading Expert Sheets 4 Oral Reading Expert Sheets 4 tan man

43. Oral Reading Expert Sheets 8 Oral Reading Expert Sheets 8 Can Pam sit?

44. Oral Reading Expert Sheets 12 Pat is at bat. Pat hit. Can Nick tag Pat? Nick can tag Pat. Pat is sad.

45. Oral Reading Expert Sheet 16 Jet the Cat Jet the Cat Jet is Nick’s thin cat. Can thin Jet nap in a tin can? No, Jet can not nap in a tin can. Jet is thin but he is big. Can Jet nap on the mat? Jet can nap on the thick mat.

46. Questions?

47. Problems with Decoding? Voiced, Unvoiced Pairs (sound Partners) d g v b th z zu j w t k f p th s sh ch wh

48. Problems with Decoding Ending - ed looked goofed bribed proved What is the pattern? Voiced follows voiced, unvoiced follows unvoiced unvoiced / unvoiced voiced / voiced

49. Problems with Decoding Ending -ed brushed ganged beeped beaded tinted unvoiced, unvoiced voiced, voiced unvoiced, unvoiced same voiced sound sound partners What happens when it’s the same voiced sound? What happens with sound partners?

50. Recap Sound Partners d g v b th z zu j w t k f p th s sh ch wh

51. Sound Partners with Ending -ed (voiced) Fewest Syllables Please! 1. When the root word ends with a voiced sound The girl grabbed the ball. 1 syllable - hear all the sounds 2. When the root word ends with an unvoiced sound The boy looked up at the man. 1 syllable switch the sound partner - /t/ 3. When the root word ends with the same voiced sound The men ban ded together. 2 syllables to hear all the sounds The men ban ded together. 2 syllables to hear all the sounds 4. When the root word ends with a sound partner The can was den ted. 2 syllables to hear all the sounds The can was den ted. 2 syllables to hear all the sounds

52. We say hiz, iz, boyz, tents, jeeps Sound Partners Impact Coding (sound partners) We spell what we hear? hiz, iz, boyz, tents, jeeps Spell consistently – don’t memorize his, is, boys, tents, jeeps

53. We say leaf Another Sound Partner Ending -es To make it plural and hear both sounds we say leavez What is the relationship between /f/ and /v/? What is the relationship between /s/ and /z/? Why do we need ES, not just S? We spell consistently. leaves

54. Sound Partners Endings – S, ES Fewest Syllables Please! 1. When the root word ends with a voiced sound The girl grabs the ball. 1 syllable switch the sound partner - /z/ 2. When the root word ends with an unvoiced sound The boy looks up at the man. 1 syllable - hear all the sounds 3. When the root word ends with the same voiced sound The bu ses roll down the street. 2 syllables to hear all the sounds 4. When the root word ends with a sound partner The boy ha zes the pledge. 2 syllables to hear all the sounds

55. Short Vowels with Relationships a baby crying sound o doctor sound e ed in bed u up i igloo, it

56. Problems with Encoding e i def df dif s, f, m, n, l, x es,ef,em,en,el,ex

57. Decoding Patterns Short Vowels a dal e del i dil o dol u dul consonant, vowel, consonant

58. Decoding Patterns Long Vowels Policeman E & Policeman E Twin mate mite mote mute Pete meet Vowel Signals

59. Decoding Patterns Long Vowels Vowel Signals Stop Sign A Patrol I each rain boat I Go Hide night

60. Decoding Patterns Long Vowels Cautious W Friendly I say E yellow chief except pie = i Detective I say A or I reindeer, heist Vowel Signals

61. Find & Name the Vowel Signal beach grief gloat braid heightsleet veil sight kite hollow reindeer mail Stop sign ADetective I I go hide Policeman E Cautious W Friendly I Policeman E twinPatrol IDetective I + backup

62. Problems with Encoding and Decoding Two Letter Sounds sh (shout) th (this, these) ch (chat) wh (whiz) oo (moo, book) oi (join) ou,ow (found, cow) au,aw (august, awful)

63. Rule Patterns -Not Word Memorization /c/, /k/, /ck/ cot, cat, cut kit, keg ck at the end tick k at the end think k at the end peek

64. Rule Patterns - Not Word Memorization /ch/ /tch/ wi t ch pooch drench

65. Pinch Me Twins /ou/ spelled OU or OW Examples: found, cow But remember to be cautious! Cautious W Examples: yellow, tow

66. R – Controlled Vowels R Eats the Vowel /r/ ir, er, ur “third” “term” “hurt” with two syllable words try E-R first. It is the most common R Does Not Eat the Vowel ar as in “part” or as in “core”

67. Sight Words with Blends LD after O or I (old, ild) is not a vowel signal but it can make the vowel before it say its name. Examples: child, wild, hold, cold ST after O (ost) Examples: most, post, host ND after I (ind) Examples: kind, find, blind

68. Long Vowel Sound Without a Vowel Signal behindbe hind digit di git Last vowel in a syllable – can make the long or short sound

69. commandercom man der division di vi sion Decode Multi-Syllable Words with Confidence Vowel / Sound / Stick o a e iii

70. Long Words - Vowel / Sound / Stick carpenter tobogganpeppermint tornadominimum contentmenttailgating counterproductive photosensitization

71. Long Words - Syllabication car pen ter to bog ganpep per mint tor na domi ni mum con tent menttail ga ting coun ter pro duc tive pho to sen si ti za tion

73. My Reading Coach works! Success makes them believers