Unit 19 - Voyager Learning

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USING THE ORAL READING FLUENCY RESULTSAt the end of each unit, you will need to make decisions regarding student progress.Should students go forward in the program? Does the group need Extra Practicebefore proceeding? Do individuals require more assistance and practice to continueworking in their group? These decisions all require use of the oral reading fluency dataand professional judgment. As you analyze assessment results, watch for trends andanomalies.See the Assessment Manual for detailed information and instructionalrecommendations. General guidelines and recommendations follow:Strong Pass≥ 122 WCPM0–2 errorsPass101–121 WCPM0–2 errorsNo Pass≤ 100 WCPMRED FLAGA No Pass is a red flag.A mild early interventioncan prevent an intenseand time-consumingintervention in thefuture.• Continue with the current pace of instruction.• Have students set goals. (Until students are reading approximately180 words correct per minute, oral reading fluency continues to bean instructional goal.)• Continue with the current pace of instruction. Consider increasingfluency practice.• If a child scores a No Pass but has previously passed allassessments, you may wish to advance the student to the next unit,then carefully monitor the student.• If a child scores a No Pass but has previously passed all assessments,you may wish to advance the student to the next unit and alsoprovide additional practice opportunities. (See below.)• If a child scores two consecutive No Passes or periodic No Passes,additional practice must be provided. (See below.)• If a child scores three consecutive No Passes, the student should beplaced in a lower-performing group.Added Practice Options for GroupsWarm-Ups:• Begin each lesson with Partner Reading of the previous day’s homework.• Begin each day with Partner Reading of a Word Fluency from Extra Practice.• Begin each lesson with a five-minute Fluency Booster. Place copies of the Unit 13–18Read Well Homework in three-ring notebooks. Each day, have students begin FingerTracking and Whisper Reading at Unit 13, Homework 1. At the end of five minutes,have students mark where they are in their notebooks. The next day, the goal is toread farther.• Begin each Story Reading with a review of the previous day’s story.• After reading the story, include Short Passage Practice on a daily basis.Extended Units: If several children begin to score No Passes or barely pass, extendthe unit by adding Extra Practices 1, 2, and/or 3. Extra Practice lessons includeDecoding Practice, Fluency Passage, Word Fluency, and a Comprehension and SkillActivity. (See pages 118–129 in this guide.)114
has successfully completedJell-Well Reviews: A Jell-Well Review is the Read Well term for a review of earlierunits. A Jell-Well Review is a period of time taken to celebrate what children havelearned and an opportunity to firm up their foundation of learning. To complete aJell-Well Review, take the group back to the last unit for which all students scoredStrong Passes. Then quickly cycle back up. See the Assessment Manual for how to builda Jell-Well Review.Added Practice Options for Individual StudentsTutorials: Set up five-minute tutorials on a daily basis with an assistant, trainedvolunteer, or cross-age tutor. Have the tutor provide Short Passage Practice and TimedReadings or Extra Practice lessons.Double Dose: Find ways to provide a double dose of Read Well instruction.• Have the student work in his or her group and a lower-performing group.• Have an instructional assistant, older student, or parent volunteer preview orreview lessons.• Have an instructional assistant provide instruction with Extra Practice lessons.• Preview new lessons or review previous lessons.END-OF-THE-UNIT CELEBRATIONWhen students pass the Oral Reading Fluency Assessment, celebratewith the Certificate of Achievement on page 117.Note: Using the Flesch-Kincaid Grade Level readability formula, the Unit19 Assessment has a 3.0 readability level. Readabilities are based onnumber of words per sentence and number of syllables perword. Adding one or two multisyllabic words can increasereadability by a month or two. Though we are attendingto readability for the assessments, the overriding factoris decodability.Sensational Work!Changhas successfully completedRead Well 2 Unit 19 • Flat Stanleywith1 3 2words correct per minute.Teacher Signature Mrs. SmithDate Feb. 24© 2009 Sopris West Educational Services. A l rights reserved.✄Sensational Work!ChangRead Well 2 Unit 19 • Flat Stanleywith1 3 2words correct per minute.Teacher Signature Mrs. SmithDate Feb. 24© 2009 Sopris West Educational Services. A l rights reserved. Blackline Master117115
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Table of ContentsUnit 19Flat Stanle
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Re a d Wel l 2 Se q u e n c e a n d
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New and Important ObjectivesA Resea
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ComprehensionUnit GenresFiction •
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Comprehension (continued)Study Skil
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DIFFERENTIATED LESSON PLANSThe diff
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Materials and Materials Preparation
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ASIAMarvelous Earth!LOOKING AHEADRe
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EXERCISE 11 SOUND REVIEWUse selecte
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STORY OPENER • Flat StanleyCOMPRE
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VOCABULARY 1 • Flat Stanley, Chap
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STORY READING 1 • Flat Stanley, C
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COMPREHENSION AND SKILL ACTIVITY, M
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EXERCISE 21 SOUND REVIEWHave studen
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COMPREHENSION AND SKILL ACTIVITY 2S
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EXERCISE 3441 SOUND REVIEWUse selec
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COMPREHENSION AND SKILL ACTIVITY, M
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EXERCISE 41 SOUND REVIEW2 ACCURACY
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STORY READING 4 • Flat Stanley, p
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Page 81 and 82: EXERCISE 56 GENERALIZATION: READING
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Page 95 and 96: EXERCISE 6Flat StanleyUnit 19 Exerc
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Page 111 and 112: EXERCISE 7Flat StanleyUnit 19 Exerc
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Page 119: Making DecisionsGENERAL ASSESSMENT
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Unit 19 - Voyager Learning

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