beatrice paraeducator training presented by april kelley jan. 20th, 2010 presented by april kelley...
TRANSCRIPT
Beatrice Paraeducator Training
Beatrice Paraeducator Training
Presented by April Kelley
Jan. 20th, 2010
Presented by April Kelley
Jan. 20th, 2010
IntroductionsIntroductions
NameGrade Level(s)
NameGrade Level(s)
OBJECTIVESThe paraeducators will…
OBJECTIVESThe paraeducators will…
Learn new reading strategies to use
while working with readers Explore behavior plans to utilize with
each grade level. Discuss appropriate interactions with
students during work stations Learn how to conduct fluency checks
Learn new reading strategies to use
while working with readers Explore behavior plans to utilize with
each grade level. Discuss appropriate interactions with
students during work stations Learn how to conduct fluency checks
What was shared with teachers in October?
What was shared with teachers in October?
Guidelines for Maximizing our Time with Paraeducators Working Directly with Students
Managing work stations Providing interventions Offering extensions Working 1-1 with students Working with small groups Conducting fluency checks
Guidelines for Maximizing our Time with Paraeducators Working Directly with Students
Managing work stations Providing interventions Offering extensions Working 1-1 with students Working with small groups Conducting fluency checks
What was shared with teachers in October?
What was shared with teachers in October?
Keys to Making it Successful Sharing your expectations Modeling Co-teaching Observing and giving feedback Communicating
Sample Lesson Plans
Keys to Making it Successful Sharing your expectations Modeling Co-teaching Observing and giving feedback Communicating
Sample Lesson Plans
Burning QuestionsBurning Questions
Reading Strategies - Essential ?’s
Reading Strategies - Essential ?’s
What do I say when a child gets stuck on a word?
What questions can I ask to help students comprehend the text?
What is higher level thinking and how do I ask questions that will help students?
What do I say when a child gets stuck on a word?
What questions can I ask to help students comprehend the text?
What is higher level thinking and how do I ask questions that will help students?
What is Guided Reading?What is Guided Reading? Instructional Structure that teachers use to support students’ development of effective reading strategies.
Small Groups Help children learn how to use independent reading strategies
Instructional Structure that teachers use to support students’ development of effective reading strategies.
Small Groups Help children learn how to use independent reading strategies
Sources of Informatio
n
Sources of Informatio
n
Semantic
(Meaning)
Does that make sense?
Syntactic
(Structure)
Does that sound right?
Graphophonic
(Visual)
Does that look right?
Helping a Child Become an Independent Reader
Helping a Child Become an Independent Reader
Effective Questioning Strategies
Effective Questioning Strategies
Prompting for IndependencePrompting for Independence
Hand Prompting ToolHand Prompting Tool
Prompts to Support the Use of Reading
Strategies
Prompts to Support the Use of Reading
Strategies
Video ReflectionVideo Reflection
Reading the TextReading the Text
Effective Questioning & Prompting
Effective Questioning & Prompting
The dog ran into the spree. Does that make sense? Go back and read it again.
Cats don’t like to ______. What does that word look like? What word would make sense there?
The dog ran into the spree. Does that make sense? Go back and read it again.
Cats don’t like to ______. What does that word look like? What word would make sense there?
Effective Questioning & Prompting Practice
Effective Questioning & Prompting Practice
The dog ran to the ______.
Then Max was sent to his romp without any supper.
The dog ran to the ______.
Then Max was sent to his romp without any supper.
Effective Questioning & Independent Prompt and
Practice
Effective Questioning & Independent Prompt and
Practice Dogs don’t like the feeling of in their teeth.
Do you think you can rime that bike?
What should we do _______? I like to swim in a the big ocean.
Dogs don’t like the feeling of in their teeth.
Do you think you can rime that bike?
What should we do _______? I like to swim in a the big ocean.
Student BehaviorsStudent Behaviors
Talk with your partner about what you struggle most with when it comes to student behaviors.
Talk with your partner about what you struggle most with when it comes to student behaviors.
BEHAVIOR PLANS - Essential ?’s
BEHAVIOR PLANS - Essential ?’s
How can I be consistent with each classroom teacher’s expectations?
What should I do with students that are misbehaving?
How can I be consistent with each classroom teacher’s expectations?
What should I do with students that are misbehaving?
Behavior Management Plan Form
Behavior Management Plan Form
Fill out top section of form for each grade level you work with in order
Fill out top section of form for each grade level you work with in order
Positive Reinforcement Ideas…
Positive Reinforcement Ideas…
Teacher/Student Game Specific Positive Praise
Stickers Marbles in Jar High Fives Shine your halos Kiss your Brain
Teacher/Student Game Specific Positive Praise
Stickers Marbles in Jar High Fives Shine your halos Kiss your Brain
Consequence Ideas…Consequence Ideas… Time out at recess Stay after school Think time in classroom or outside
classroom Turn card on behavior chart Name on board Phone call home Office Visit
Time out at recess Stay after school Think time in classroom or outside
classroom Turn card on behavior chart Name on board Phone call home Office Visit
Work Station Interactions -
Essential ?’s
Work Station Interactions -
Essential ?’sHow can I interact with the students during
independent work stations to make sure they’re being productive and still learning?
How do I incorporate the knowledge I have about reading strategies and higher level thinking questions into independent work stations?
How can I interact with the students during independent work stations to make sure they’re being productive and still learning?
How do I incorporate the knowledge I have about reading strategies and higher level thinking questions into independent work stations?
Things I Should Do…Things I Should Do… Find ways to interact with children and aid in their learning
Find ways to incorporate reading strategy instruction
Provide guidance but NOT answers Re-direct misbehaving students Stay Busy! :)
Find ways to interact with children and aid in their learning
Find ways to incorporate reading strategy instruction
Provide guidance but NOT answers Re-direct misbehaving students Stay Busy! :)
Independent ReflectionIndependent Reflection
Circle at least 2-3 things that I want to focus on during the independent work times I’m in classrooms.
Circle at least 2-3 things that I want to focus on during the independent work times I’m in classrooms.
Things I Should NOT Do… Things I Should NOT Do… Take the easy road out by giving students answers so they can complete the task
Sit around and wait for students to ask for help
Sit around and wait for the teacher to give you instructions
Take the easy road out by giving students answers so they can complete the task
Sit around and wait for students to ask for help
Sit around and wait for the teacher to give you instructions
Fluency ChecksFluency Checks
Research has shown that fluent readers are capable of comprehending and non-fluent readers struggle with comprehension.
Therefore, we’re looking more at students’ fluency skills.
Research has shown that fluent readers are capable of comprehending and non-fluent readers struggle with comprehension.
Therefore, we’re looking more at students’ fluency skills.
Fluency ChecksFluency Checks
Student Reads Adult Listens and…
Marks errors Times reading Figures Fluency Rate (CWPM) Figures Accuracy Rate
Student Reads Adult Listens and…
Marks errors Times reading Figures Fluency Rate (CWPM) Figures Accuracy Rate
Coding a Fluency CheckCoding a Fluency Check
Accurate Reading Ommissions Substitutions Insertions Mispronunciation/Misreading Hesitation Self-Corrections
Accurate Reading Ommissions Substitutions Insertions Mispronunciation/Misreading Hesitation Self-Corrections
Figuring Fluency RateFiguring Fluency Rate
_________ - _________ = _________
total words errors correct words
_________ - _________ = _________
total words errors correct words
Figuring AccuracyFiguring Accuracy
Words Correct ÷ Total Words = Accuracy Rate
Words Correct ÷ Total Words = Accuracy Rate
Burning QuestionsBurning Questions
7 Word Summary7 Word Summary
Write a sentence using exactly 7 words to summarize
what you learned today.
Share out!
Write a sentence using exactly 7 words to summarize
what you learned today.
Share out!
Contacting April KelleyContacting April Kelley
Reading and Writing ConsultantESU #6, Milford
Office: 402-761-3341Office: 800-327-0091 (toll free)
Cell: [email protected]
Reading and Writing ConsultantESU #6, Milford
Office: 402-761-3341Office: 800-327-0091 (toll free)
Cell: [email protected]
THANKS for all you do!!!
THANKS for all you do!!!
Education would be lost without you!Education would be lost without you!