Cambridge Schools: Jim Wright's Workshops

AUGUST 2017 TRAINING.  on 8-10 August 2017, Jim Wright presented a series of 2-hour workshops on the topic Proactive Instruction: Classroom Tools to Help At-Risk Learners for faculty from Cambridge Education Group schools in Ohio. Here are resources from that training:

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SOURCES FOR CLASSROOM INTERVENTION IDEAS

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On Friday 17 February 2017, Jim Wright presented at a regional training for teachers of Cambridge Education Group in Columbus, OH, on classroom interventions. Here are resources shared at the training:

Grades K-2

Assessment

  • Behavior Report Card Maker. This free app allows teachers to create customized behavior report cards and download them in PDF format.
  • Number Sense: NumberFly: Use this app to create several types of  brief (1 minute) 'number sense' assessments. View directions for administering CBM/number sense measures HERE.

Grades 3-8

 

ACADEMIC INTERVENTION IDEAS
General Academic Skills
Acquisition of Academic Item-Set
Reading: Phonics/Alphabetics
Reading: Sight-Word Vocabulary

Sight-Word Vocabulary. The student has rapid recognition of sight-words. 
Reading Fluency

 Fluency. The student reads with adequate fluency to comprehend the text.

  • Assisted Cloze. The tutor reads aloud while the student follows along silently in the practice passage. Then the student reads aloud.
  • Choral Reading. The tutor (lead reader) reads aloud while the reading group or class all read aloud as well.
  • Duet Reading. The tutor and student alternate in reading aloud, with the tutor deciding how much text the student reads during their turn.
  • Echo Reading. Student and tutor alternate in reading short sections of the practice passage.
  • Listening Passage Preview. The student listens to the passage read aloud, then reads the passage aloud with tutor feedback.
  • Paired Reading. The tutor and student read aloud together from a passage, until the student isgnals that they would like to read alone.
  • Repeated Reading. The student reads a passage several times in succession with tutor feedback about accuracy and fluency.
  • Repeated Reading: Group. This version of repeated reading is delivered to a group of 3 students.
  • HELPS Program. This free program provides 15-minute 1:1 tutoring sessions to work on reading fluency. NOTE: Teachers create a free account on the HELPS site and then can access the free materials.
Reading Comprehension

Self-Monitoring:The student monitors understanding of the text while reading.

  • Click or Clunk. The student uses self-signals to monitor understanding at the sentence, paragraph, and page level--and applies 'fix-up' skills.
  • Reading Reflection Pauses. The student monitors understanding periodically and applies fix-up skills.

 Main Idea:The student locates the main idea of a paragraph or passage in informational text.

  • Main Idea Maps. The student uses a graphic organizer to record main idea and supporting details of a passage.
  • Question Generation. The student locates or creates main-idea sentences for all paragraphis in a passage and uses them to create study cards.
  • Read-Ask-Paraphrase. The student locates main idea and supporting details for each paragraph and summarizes them on a graphic organizer. RAP Interactive Form
  • Partner Retell. The student reads a passage, then pairs with another student to engage in a tutoring exchange to identify main idea.
  • Repeated Reading With Oral/Written Retell. The student reads a passage several times and is asked to write or recite the key information from the passage.

Linking Ideas:The student makes connections between ideas in the text.
 Spelling
Spelling Acquisition. The student is able to spell a grade-appropriate range of words correctly.
  • Cover-Copy-Compare.  The student studies spelling-word (or sight-word) models, covers them, copies them from memory, and compares copied words to the originals. CCC Interactive Form
  • Self-Correction with Verbal Cues. The student takes a brief spelling pre-test, follows a self-guided process to check and correct spelling errors using verbal cues, and then takes a spelling post-test
 Writing

 Sentence Complexity. The student writes sentences of appropriate variety and complexity for the subject and/or grade level.
Math
 Self-Management

Self-Management in Academic Skills. The student uses appropriate skills and strategies to manage their own learning.