Module 3:  Checks and Balances

 

Focus Areas:

Case study continued

Oral Reading Records-analysis

Oral Language assessment and activities

Overheads of  MLPP 7.4 , Strategy Prompts Activities One and Two (attachments 3.7 and 3.7b), Honey For Baby Bear, attachments 3_2, 3_6 & 3_6b, MLPP p. 7.5 and 7.12-7.14

 

Materials needed:

Materials provided by ISD or site:

·        MLPP

·        Handouts developed by the ISD

·        Seasonal partners sheet

·        Extra ORR forms (MLPP p.7.4)

·        Sign-in sheets, name tags and evaluations

·        A-V equipment, usually an overhead and a VCR (if you need anything else, call the curriculum office of the hosting district to make arrangements)

Materials to be brought by the presenter:

·        Calculator

·        Video: (optional) excerpts from Using Running Records with Leanna Traill by Heinemann

·        Your prepared overheads

·        Blank overheads and overhead pens

·        Additional handouts you would like to share

 

Review of Literacy Attitudes: 

  (10 minutes)

ü      Review Literacy Attitudes Assessment by using one of the following:

Inside/outside circle, buzz groups, Venn Diagram likes and dislikes of assessment, focus trios, think-pair-share

(Review of Oral Reading Records is included in the Analysis sections)

Oral Language:

  (20 minutes)

Set context for Oral Language.

3Using the handouts for information (attachment 3_Oral Language.doc MLPP pp. 2.1–2.3 and attachment 3_8a through 3_8i), have half the room generate ideas about why it is important for children to develop their oral language skills; while the other half, generates ways to develop children’s oral language in school.

·      The recorder will be the person whose shoes are most unusual in their group.

·      Share ideas with the whole group.

3Discuss the following with the group:  rubric, scoring, and selection of pictures.

3Generate ways to find better quality pictures to use for this assessment.

3Highlight Oral Language ideas in packet or your own.

Movement:

  (5 minutes)

Fill out Seasonal Partners sheet (attachment 3_Seasonal Partners.doc)

Analysis of Oral Reading Records: 

  (30 minutes)

 

 

 

 

3 With Fall partner:

·        discuss how taking an ORR with their case study child went

·        whole group discussion on the difference between an error and normal reading behavior

·        use Honey For Baby Bear (attachment 3_I like honey) as scoring practice (trainer models finding errors, accuracy %, and self correction rate)

fill out top box and middle of ORR form (MLPP p.7.4, Attachment 3_10) using data from Honey For Baby Bear (trainer records scores on overhead)

Break:

  (10 minutes)

 

Analysis of Oral Reading Records continued:

  (90 minutes)

3With Spring partner determine case study child’s scores (errors, accuracy %, self-correction rate) and fill in top box and middle section of case study child’s ORR form

3 Introduce the 3 cueing systems (Attachment 3_2)

3 Explain the 3 cueing systems by using one of the following

·        the first part of the Leanna Traill video or

·        your own explanation or

·        The Trumpet of the Cues, by Brian Dobbie

3Introduce and discuss Strategy Prompts using (3_6b)

3Have teachers highlight (self assess) which cueing systems they prompt children to use most (3.6 b)

3Applying cueing system knowledge

  • do Strategy Prompt Activity One (3_7) as whole group
  • do Strategy Prompt Activity Two (3_7b) with partner
  • check Activity Two as whole group
  • determine MSV using Honey For Baby Bear as whole group
  • determine with partner MSV for case study child’s ORR

3Explain left side of bottom box on ORR form (p. 7.4 MLPP) and then have teachers mark on case study child’s ORR form

  • Competencies
  • Unknown word behavior
  • Self-correction behavior

3 Examine the rubrics for scoring fluency (p. 7.5 in the MLPP Attachment 3_11 – Make overhead) and retelling (pages 7.12-7.14 MLPP – Make overhead).  Share that retelling and reading fluency will be explored later.

   

Closure and Assignment: 

  (5 minutes)

3Complete evaluation.

3Administer Oral Running Record assessment to their case-study child.

3Complete analysis of information sheet or Oral Language Assessment on case study child or another child.

3Begin answering questions 3 and 4 on the case study questionnaire.

3For Module 4 bring:

·      Seasonal Partner Sheet

·      Bring Oral Running Record of case study child  

2 hrs. 45 min.

Total Class Time