ppt课件-oregonreadingfirst.pptVIP

Group Organizer Teacher LPR(one page per teacher) Program Mastery DIBELS Progress Monitoring Progress Monitor Instructional Groups: In-Program Monitoring Helpful Forms for Lesson Progress Reporting Group Organizer Teacher LPR(one page per group) Test Summaries Your system is perfectly aligned to achieve the results you are getting Consider… * * * * * * * * * * * * * * * * * * * * * Oregon Reading First Lesson Pacing (C) 2007 by the Oregon Reading First Center Center on Teaching and Learning Why Is Lesson Pacing Important?  Ensures required instructional content is covered at necessary rate Is a critical part of differentiating instruction Is correlated to important reading outcomes - predicts grade level achievement Protects students from “the tyranny of time” Effectiveness of Intervention: Is Pacing the Problem? Effectiveness of Grade 2 Intensive Support Programs Students Intensive at Beginning of Year Beginning ORF Score Middle ORF Score Is the Gap Closing? total growth (average gain per week) Marcus Timmy Maria Stacey Louis Ethan Regina Dana 7 4 20 6 10 17 23 13 13 6 36 10 22 29 56 30 6 (.4) 2 (.1) 16 (1.1) 4 (.2) 12 (.8) 12 (.8) 33 (2.2) 17 (1.1) Reality: 73% of this school’s intensive 2nd graders are losing ground. 18% are making only parallel growth. How to Achieve Positive Reading Outcomes  FIRST: Ensure students are placed in the appropriate level of support according to instructional needs (i.e. benchmark, strategic, intensive) SECOND: Group students according to program placement recommendations. THIRD: Identify pacing goals for each instructional group - ensure pacing and mastery. Performances Predictive of Reading Success DIBELS Measure Benchmark Established Initial Sound Fluency 25 or more Middle K Phonemic Segmentation Fluency 35 or more End K NWF 25 or more End of K 50 or more Middle 1st ORF 1st thru 3rd End of year G1: = 40 G2: = 90 G3: = 110 First Grade Oral Reading Fluency Lesson Progress