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:

================

SOURCES FOR CLASSROOM INTERVENTION IDEAS

ONLINE APP. Academic Survival Skills Checklist Maker. [3]Create customized checklists to train students in academic survival skills such as homework completion and organization.
Florida Center for Reading Research. [4] This free site is sponsored by the FL state government and includes a series of research-supported ELA lesson plans.

================

Tier 1/Classroom: Small-Group/Individual Lesson Plan [5]. Teachers can use this Google Doc form to document their classroom academic intervention plans.
KWL Charts. [6]Students complete the KWL chart to link prior knowledge to the current reading or other academic activity to boost understanding and improved retention.
What Works Clearinghouse: Research-Based Practice Guides for Teacher Practice. [7]These free teacher-friendly practice guides provide summaries of current research into effective student instruction in literacy and mathematics.

================

ONLINE APP. Self-Check Behavior Checklist Maker. [8]This free online app allows teachers to create, save, and print student performance checklists.

Good Behavior Game [9]
Teacher-Student Learning Game [10]

================

PowerPoint: Math Interventions. [16]This short PowerPoint reviews several classroom math intervention strategies.
What Works Clearinghouse Practice Guide: Assisting Students Struggling with Mathematics. [17]This research-based guide guides teachers to strengthen math instruction for elementary and middle school students.

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

PowerPoint: The K-2 Teacher as ‘First Responder’: Resources to Promote Academic Success [18]
Workshop Handout [19]
Worksheet: WWC: Essential Elements of Reading Instruction: K-3 [20]
Measuring Positive Classroom Learning Behaviors in Kindergarten: A Predictor of School Success. [21]This simple scale presents 7 behaviors that predict acdaemic success.

How To: Use Language Strategies to Promote Engagement in Pre-K and Primary Grades [22]

WWC Practice Guide: Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade. [23]This guide presents research-based elements of reading instruction for the primary grades.

Self-Check Behavior Checklist Maker. T [24]eachers can create and print customized behavior (or other) checklists, a great way to define student behavioral expectations.

Behavior Intervention Ideas: Antecedents, Positive Consequences, and Extinction Procedures: The Secret Ingredients for Creating a Better Behavior Intervention Plan [25]

Assessment

Behavior Report Card Maker. [26]This free app allows teachers to create customized behavior report cards and download them in PDF format.
Number Sense: NumberFly: [27]Use this app to create several types of brief (1 minute) 'number sense' assessments. View directions for administering CBM/number sense measures HERE [28].

Grades 3-8

Numbered Heads Together [30]: Cooperative Learning Activity

ACADEMIC INTERVENTION IDEAS

General Academic Skills

Acquisition of Academic Item-Set

Flash Cards with Constant Time Delay. [31] This high-success flashcard intervention can be used to teach letter and number names, sight words, spelling words, and vocabulary definitions

Reading: Phonics/Alphabetics

Word Boxes/Word Sort [32]
Incremental Rehearsal: Letter Identification [33]
Letter Cube Blending [34]

Reading: Sight-Word Vocabulary

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

Reading Racetracks. [35]The student engages in repeated reading of a wordlist packaged in a 'racetrack' format. Reading Racetrack Interactive Form [36]
Vocabulary: Classwide Tutoring. [37] Students are paired off to tutor each other in sight-word vocabulary.

Reading Fluency

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

Assisted Cloze. [38] The tutor reads aloud while the student follows along silently in the practice passage. Then the student reads aloud.
Choral Reading. [39]The tutor (lead reader) reads aloud while the reading group or class all read aloud as well.
Duet Reading. [40]The tutor and student alternate in reading aloud, with the tutor deciding how much text the student reads during their turn.
Echo Reading. [41]Student and tutor alternate in reading short sections of the practice passage.
Listening Passage Preview. [42]The student listens to the passage read aloud, then reads the passage aloud with tutor feedback.
Paired Reading. [43] The tutor and student read aloud together from a passage, until the student isgnals that they would like to read alone.
Repeated Reading. [44]The student reads a passage several times in succession with tutor feedback about accuracy and fluency.
Repeated Reading: Group. [45]This version of repeated reading is delivered to a group of 3 students.

HELPS Program. [46]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. [47]The student uses self-signals to monitor understanding at the sentence, paragraph, and page level--and applies 'fix-up' skills.
Reading Reflection Pauses [48]. 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. [49]The student uses a graphic organizer to record main idea and supporting details of a passage.
Question Generation. [50]The student locates or creates main-idea sentences for all paragraphis in a passage and uses them to create study cards.
Read-Ask-Paraphrase. [51] The student locates main idea and supporting details for each paragraph and summarizes them on a graphic organizer. RAP Interactive Form [52]
Partner Retell. [53]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. [54] 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.

Linking Pronouns to Referents. [55]When reading advanced texts, the student circles pronouns, writes their referents above them, and then rereads the text, inserting the referent for each pronoun.
Ask-Read-Tell. [56]The student creates a reading plan and sets reading goals, monitors understanding while reading, and reflects on the reading once finished. ART Interactive Form. [57]
Phrase-Cued Text Lessons. [58]The student reads aloud from annotated text and is coached to observe all pauses/phrase breaks, which correspond to groupings of ideas within the text. ONLINE APP: Phrase-Cued Text Generator [59]

Spelling

Spelling Acquisition. The student is able to spell a grade-appropriate range of words correctly.

Cover-Copy-Compare. [60]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 [61]
Self-Correction with Verbal Cues. [62] 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.

Elements of Effective Writing Instruction. [63] The student receives writing instruction that contains some or all of these 9 'best writing practices'.
Sentence Combining. [64] The student is given examples of 2 clauses to be combined into a single sentence.

Math

Number Sense Intervention: Counting Board Game [65]

Math Facts: Incremental Rehearsal (Constant Time Delay): Flash Cards [66]

Math Facts (and Spelling) Intervention: Cover-Copy-Compare [67]

Math Facts: Self-Administered Folding-In (SAFI) Technique [68]

Math Vocabulary: Classwide Vocabulary Tutoring [74]
Self-Management: Customized Math Self-Correction Checklists [75]

Self-Management

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

Academic Survival Skills. [78] The student possesses strong work habits in global skills such as time management, study skills, and organization.
ONLINE APP: Academic Survival Skills Checklist Generator. [3] This free app allows teachers to create and save customized checklists for use in classrooms.